OF  THE 
UNIVERSITY 

OF  / 


OTI^T 


REPORT 


OF  THE 


SENATE  AND  GENERAL  ASSEMBLY 


OF  THE 

STATE  OF  NEW  JERSEY 

IN    ACCORDANCE    WITH 

Joint  Resolution  No.  n,  Approved  April  14,  1908 


TRENTON,  N.  J. 
MACCRELLISH  &  QUIGLEY,  STATE  PRINTERS. 

1909. 


REPORT 


OF  THE 


SUBMITTED  TO  THE 

SENATE  AND  GENERAL  ASSEMBLY 

OF  THE 

STATE  OF  NEW  JERSEY 

IN    ACCORDANCE    WITH 

Joint  Resolution  No.  n,  Approved  April  14,  1908 


TRENTON,  N.  J. 

MACCRELUSH    &    QuiGLEY,    STATE   PRINTERS. 
IQ09- 


REPORT. 


To  the  Senate  and  General  Assembly  of  the  State  of  New  Jersey: 
The  Commission  on  Industrial  Education  begs  leave  to  submit 

the  following  report : 

A  Joint  Resolution  of  the  Senate  and  General  Assembly  of  the 

State  of  New  Jersey,  approved  April  14,  1908,  provided  for  the 

appointment,  by  the  Governor,  of  a  Commission  on  Industrial 

Education.     The  resolution  read  as  follows : 

BE  IT  RESOLVED  by  the  Senate  and  General  Assembly  of  the 
State  of  Nezv  Jersey: 

1.  The  Governor  is  hereby  authorized  to  appoint  a  commission 
of  five  persons,  citizens  of  New  Jersey,  to  inquire  into  and  report 
to  the  next  Legislature  upon  the  subject  of  promoting  industrial 
and  technical  education;  the  commissioners  to  be  appointed  by 
virtue  of  this  act  shall  serve  without  compensation,  but  shall  be 
repaid  their  expenses  actually  incurred  in  and  about  the  perform- 
ance of  their  duties,  and  may  employ  a  secretary  and  all  necessary 
and  clerical  and  other  assistance;  provided,  however,  the  total 
expense  of  said   commission   shall   not   exceed   three   thousand 
dollars. 

2.  The  Commission  shall  investigate  the  needs  for  education  in 
the  different  grades  of  skill  and  responsibility  in  the  various  in- 
dustries of  the  commonwealth.     They  shall  investigate  how  far 
the  needs  are  met  by  existing  institutions  and  what  new  forms  of 
educational  effort  shall  be  advisable,  and  shall  make  such  investi- 
gations as  may  be  practicable  through   printed   reports   as   to 
similar  educational  work  done  by  other  States,  by  the  United 
States  Government  and  by  foreign  governments. 

3.  All  expenses  of  the  Commission  as  herein  provided  for  shall 
be  paid  out  of  moneys  specially  provided  therefor. 

4.  This  resolution  shall  take  effect  immediately. 


Governor  John  Franklin  Fort  appointed  the  members  o>f  the 
Commission  on  May  26,  1908,  naming  June  2  as  the  date  for 
organization. 

REQUIREMENTS   OF  THE  JOINT   RESOLUTION. 

From  the  terms  of  the  resolution  under  which  the  Commission 
was  constituted  it  was  evident  that  what  was  desired  was  (i)  a 
thorough  investigation  of  the  needs  of  the  industries  in  respect  to 
industrial  or  technical  training;  (2)  a  statement  of  the  extent  to 
which  those  needs  are  met  by  existing  institutions ;  and  (3)  as  the 
result  O'f  a  searching  examination  of  conditions  in  this  State  and 
elsewhere,  some  definite  suggestions  for  the  promotion  of  in- 
dustrial education  in  such  manner  as  might  best  serve  the  interests 
of  the  commonwealth  and  its  citizenship. 


ASCERTAIN    NEEDS    AND   DEMANDS. 

The  Commission  early  realized  the  necessity  of  going  directly 
to  those  engaged  in  the  industries  for  information.  The  recom- 
mendations in  its  report  have  grown  out  of  the  demands  of  the 
State,  as  made  known  by  those  occupied  in  the  various  indus- 
tries— this  information  being  supplemented  by  the  facts  as  to 
what  is  accomplished  in  existing  educational  institutions,  at  home 
and  abroad. 

EXTENT  OF  INDUSTRIAL  INQUIRY. 

Inquiries  designed  to  bring  out  both  the  needs  and  practical 
suggestions  looking  toward  the  improvement  of  conditions,  were 
addressed  by  the  Commission  to  employers  and  workers  every- 
where in  the  State.  This  correspondence  was  supplemented  by 
interviews  with  the  representatives  of  a  large  number  of  firms, 
located  in  every  section  of  the  commonwealth.  Replies  were 
received  from  over  2,000  firms  engaged  in  manufacturing,  build- 
ing, or  other  productive  industries  in  the  State,  and  employing 
upwards  of  250,000  workers,  male  and  female.  The  results-  of 


this  inquiry  doubtless  form  the  most  comprehensive  collection 
that  has  ever  been  made  of  authoritative  statements  as  to  indus- 
trial conditions  and  needs  in  New  Jersey. 

RESULTS   OF   INDUSTRIAL   INVESTIGATION. 

The  results  of  the  investigations  indicate  clearly :  ( i )  As  the 
direct  outcome  of  modern  industrial  conditions — factory  >organ- 
ization,  the  introduction  of  machinery,  and  "piece-work" — the 
apprenticeship  system  has  been  virtually  abandoned  as  a  means 
of  instructing  the  young  in  the  various  trades.  (2)  There  is  a 
lack  of  skilled  and  efficient  workmen,  and  this  will  be  largely  in- 
creased unless  a  better  means  of  vocational  training  is  found. 
(3)  Although  the  compulsory  attendance  period  in  the  public 
schools  has  been  extended  gradually  in  New  Jersey  (as  elsewhere 
in  the  United  States),  the  schools  have  not  been  able  to  offer 
vocational  training.  Fully  ninety-five  per  cent,  of  the  pupils  leave 
school  between  the  ages  of  fourteen  and  seventeen,  and  without 
having  formed  any  idea  as  to  what  trade  or  vocation  they  should 
follow;  in  consequence,  they  drift  into  occupations,  rather  than 
select  those  which  might  be  most  nearly  suited  to  their  aptitudes, 
and  their  progress  is  generally  arrested  at  an  early  age,  because 
of  the  restricted  character  of  their  experience,  and  the  failure  to 
receive  supplementary  instruction.  (4)  The  trades  have  become 
so  specialized  that  there  is  but  little  chance  for  a  learner  to  go 
beyond  the  narrow  limits  of  the  work  to  which  he  is  assigned, 
unless  he  has  supplementary  training.  (5)  The  workers,  me- 
chanics, or  craftsmen  in  the  several  trades  are  deeply  sensible  of 
their  lack  of  opportunities  for  vocational  training  during  the  early 
years,  and  grown  men  among  them  would  gladly  take  advan- 
tage of  industrial  schools,  if  these  institutions  were  established. 
(6)  Although  business  conditions  are  such  that  the  employers,  in 
most  instances,  have  neither  the  time  nor  the  inclination  to  con- 
duct vocational  schools  within  the  factories,  they  would  gladly 
welcome  any  suitable  means  of  providing  the  workers  with  the 
instruction  which  the  latter  require.  (7)  There  is  an  urgent 
demand  for  facilities  for  industrial  education  to  supplement  the 
training  of  the  shops. 


DESCRIBE    lyOCAL    NEEDS. 

The  returns  indicate  the  foregoing,  and  much  more.  They 
furnish  an  extensive  fund  of  information  as  to  local  conditions 
throughout  the  State.  They  show,  in  detail,  the  educational 
problems  of  the  industries,  and  point  strongly  to  the  need  of  a 
system  of  industrial  schools  adapted  to  local  requirements.  There 
is  not  space  in  this  report  to'  include  the  detailed  returns,  but  a 
few  illustrations  of  the  needs  will  suffice.  Workers  in  the  build- 
ing trades  are  numerous  in  every  locality.  The  need  of  these 
is  greatest  for  industrial  education,  and  the  opportunity  the 
least.  Comparativly  few  can  read  or  understand  a  drawing, 
and  as  for  expressing  their  ideas  on  paper  by  means  of  sketches, 
it  is  generally  out  of  the  question.  In  the  important  machine 
industries,  a  knowledge  of  workshop  mathematics,  or  applied 
mechanics,  ability  to  follow  working  drawings,  and  to  make  a 
suitable  sketch,  as  well  as  familiarity  with  the  practices  of  the 
trade,  are  matters  in  which  many  are  found  wanting.  Indus- 
trial drawing,  industrial  mathematics  and  industrial  English 
are  required  by  the  workers  in  any  industry,  whereas  in  special 
lines,  industrial  chemistry,  industrial  art,  or  other  particular 
courses  are  demanded. 

INDUSTRIAL    EDUCATION    DEMANDED. 

There  is  a  remarkable  unanimity  of  opinion  on  important 
points  in  the  replies  to  the  Commission's  queries,  and  this  agree- 
ment is  shared  by  the  workers  as  well  as  the  employers.  Almost 
unanimous  is  the  demand  for  more  industrial  schools,  arid  the 
expansion  of  those  nOw  established  in  the  State.  Quite  unani- 
mous, likewise,  is  the  opinion  that  manual  training,  as  taught 
in  the  public  schools  at  present,  is  a  valuable  preparation  for  the 
industrial-vocational  schooling  which  should  follow,  but  does 
not  fulfill  the  requirements  of  the  present  movement  for  indus- 
trial education.  Manual  training  is  not  vocational  in  its  aim. 
It  does  not  prepare  for  a  specific  vocation,  or  trade.  Its  purpose 
is  purely  cultural,  and  it  is  of  value  to  all  alike,  whether  a  trade 
or  a  profession  is  entered  upon. 


7 

INDUSTRIAL   IMPROVEMENT    SCHOOLS   DESIRED. 

Evening  industrial  improvement  schools,  under  boards  chosen 
largely  because  of  the  connection  with  the  industries,  are  the 
quite  unanimous  choice  of  the  non-agricultural  industries  of  this 
State.  Short  courses  for  farmers,  given  at  numerous  convenient 
centres  in  the  State,  represent  the  form  of  practical  vocational 
instruction  chiefly  desired  by  the  agricultural  industry.  The 
industrial  improvement  schools  would  afford  the  workers  from 
each  industry  the  theoretical  instruction  necessary  to  that  par- 
ticular industry,  but  the  shop  attachment  would  be  restricted,  if 
not  omitted  altogether.  The  practical  experience  would  be 
gained  in  the  daily  employment.  However,  those  not  employed 
would  not  be  debarred  from  attendance.  For  an  industrial  im- 
provement school,  neither  an  expensive  building  nor  costly  equip- 
ment is  necessary.  In  its  simplest  form,  a  room,  some  drawing 
utensils,  vocational  text-books,  a  skilled  instructor  and  the  stu- 
dents, are  the  chief  requisites.  The  importance  of  this  kind  of 
school  may  be  measured  not  only  by  the  demand  from  this  State, 
but  by  the  fact  that  throughout  the  civilized  world  the  evening 
(or  partial  time  day)  industrial  improvement  school  enrolls 
twenty  pupils  to  every  one  who  attends  the  other  types  of  indus- 
trial vocational  schools. 

TRADE  SCHOOLS  UNDESIRABLE  AT  PRESENT. 

Although  the  majority  of  industrialists  in  New  Jersey  look 
with  favor  upon  trade  schools — meaning,  thereby,  those  schools 
for  specific  industrial  training  in  which  the  shop  work  predom- 
inates— the  consensus  of  opinion  shows  a  well-defined  opposition 
to  their  introduction  on  the  grounds  (i)  that  they  are  too  ex- 
pensive a  form  of  education  for  the  present;  and  (2)  even  if 
trade  schools  were  provided,  at  great  expense  for  equipment 
and  maintenance,  it  would  be  difficult  to  reach  any  large  number 
of  individuals  through  them.  The  average  person  leaves  school 
early  in  life  to  go  to  work,  and  the  necessity  of  earning  his 
daily  bread  prevents  him  from  attending  a  day  trade  school.  He 


8 

might  be  induced  to  remain  in  the  public  schools  by  the  offer  of 
vocational  instruction  during  the  high  school  period,  but  it  is 
questionable  if  at  that  early  age  he  would  have  formed  an  idea 
of  the  vocation  he  should  follow.  The  schools  are  fully  occupied 
in  giving  the  necessary  general  training  up  to  the  time  when  the 
majority  leave  school.  Nowhere  in  the  world,  for  instance,  can 
a  system  of  schools  be  found  where  vocational  instruction  is 
given,  throughout  the  State,  to  pupils  under  the  age  of  fourteen. 

OBJECTION  TO  PARTIAL-TIME  DAY  INDUSTRIAL  SCHOOLS. 

The  New  Jersey  investigation  shows  that  the  agency  of  the 
State  having  in  charge  the  industrial  schools  will  await  the  co- 
operation of  the  manufacturer  before  attempting  to  introduce 
partial-time  day  schools,  that  is,  schools  which  would  take  pupils 
from  among  those  at  work,  and  give  them  industrial  instruction 
in  one  or  two  half -day  sessions  during  the  week.  Although  the 
partial-time  day  school  may  become  popular  in  the  future,  at 
present  only  a  small  percentage  of  the  manufacturers  of  New 
Jersey  favor  this  form  of  instruction,  which,  it  is  said,  would 
tend  to  disorganize  the  factories  and  shops. 

RUTGERS  AND  AGRICULTURE. 

Having  presented  briefly,  in  the  above,  the  needs  and  demands, 
as  to  training,  of  the  industries  of  the  State,  it  is  now  in  order 
to  review  the  provision  for  industrial  education  which  already 
has  been  made  in  the  commonwealth.  Rutgers  College,  at  New 
Brunswick,  receives  the  quota  for  New  Jersey  of  the  Congres- 
sional grants  for  agricultural  instruction,  the  total  amounting 
to  $59,800  annually,  at  present.  A  department,  known  as  the 
"U.  S.  Agricultural  Experiment  Station,"  is  associated  with 
the  college.  Rutgers  is  destined  to  be  the  chief  centre  for  the 
maintenance  of  short  courses  in  agriculture  and  horticulture. 
In  this  connection,  the  Commission  invites  attention  to<  a  paper 
on  the  needs  of  the  agricultural  industries  of  this  State,  pre- 
pared by  Dr.  Edward  B.  Voorhees,  director  of  the  U.  S.  Agri- 


cultural  Experiment  Station,  at  New  Brunswick,  and  president 
of  the  State  Board  of  Agriculture.  The  article  is  printed  as 
Appendix  B  of  this  report. 

RUTGERS,    PRINCETON,    STEVENS. 

The  Commission  does  not  find  it  necessary  to  report  in  detail 
on  the  character  of  the  higher  technical  instruction  given  at 
Rutgers,  at  Princeton,  and  at  the  Stevens  Institute  of  Technol- 
ogy, of  Hoboken.  The  higher  technical  or  engineering  colleges 
of  the  land  furnish  the  necessary  education  for  the  training  of 
engineers.  It  is  the  universal  lack  of  facilities  for  supplemental. 
or  elementary  trades  instruction  that  must  cause  wonder  and  as- 
tonishment. Only  recently  has  this  great  need  been  fully  ap- 
preciated. 

FIRST    LAW    PROVIDING    INDUSTRIAL    EDUCATION. 

The  Philadelphia  Centennial,  of  1876,  awakened  American 
manufacturers  to  an  appreciation  of  the  industrial  results 
achieved  by  European  States  through  their  efficient  vocational 
schools.  In  1881  the  manufacturers  of  New  Jersey  united  to 
secure  a  State  law  that  was  to  be  far-reaching  in  its  effects.  The 
law  of  that  year  provided  for  "schools  for  industrial  education," 
and  under  this  enactment  New  Jersey  was  the  first  State  of  the 
Union  to  make  effective  provision  for  a  system  of  State-sup- 
ported industrial  schools,  under  independent  boards,  appointed 
by  the  Governor.  The  practical  intent  of  the  great  act  of  1881, 
which  is  still  in  force,  is  plainly  indicated  by  the  wording  of  the 
preamble,  which  reads  as  follows :  "WHEREAS,  The  establish- 
ment of  well-conducted  and  liberally-supported  schools  for  the 
training  and  education  of  pupils  in  industrial  and  mechanical  pur- 
suits must  tend  to  supply  a  growing  want  in  each  community  of 
skilled  mechanics,  artisans  and  agriculturists ;  and  WHEREAS,  It 
is  especially  the  duty  of  the  State  to  afford  good  educational 
facilities  to  its  youth  in  those  technical  studies  which  are  directly 
associated  with  the  material  prosperity  of  its  people;  therefore, 
etc." 


10 
SCHOOLS   UNDER  INDUSTRIAL  EDUCATION   ACT. 

Three  State  schools  have  been  established  under  the  Industrial 
Education  Act  of  1881 — the  Newark  Technical  School  (1885), 
the  School  of  Hoboken  (1888),  and  the  Trenton  School  of  In- 
dustrial Arts  (1898).  The  Hoboken  School  is  operated  in  con- 
junction with  the  schools  of  the  city.  It  is  co-educational,  and 
offers  instruction  chiefly  to  those  who  come,  during  the  day, 
from  the  seventh  and  eighth  grades  of  the  public  schools.  The 
Trenton  and  Newark  Schools  are  co-educational,  and  give  in- 
struction almost  entirely  in  the  evening  to  those  who  are  at  work 
during  the  daytime.  The  last-named  schools  afford  instruction 
of  elementary  and  secondary  type.  The  Newark  Technical 
School  was  the  first  to  be  established  under  the  Industrial  Edu- 
cation Act.  Its  growth  has  been  persistent  and  steady.  It  has 
withstood  the  temptation  to  become  an  institute  of  technology, 
and  has  hewn  to  the  practical  lines  laid  down  by  the  Industrial 
Education  Act.  Its  graduates  are  found  among  the  "captains 
of  industry."  Their  record  as  to  financial  earnings  (see  Appen- 
dix C)  is  a  striking  illustration  of  the  money  value  of  the  right 
sort  of  industrial  training.  The  students  of  the  Newark  Tech- 
nical School  and  of  the  Trenton  School  of  Industrial  Arts  are 
drawn  chiefly  from  among  those  who  leave  the  elementary  school 
early  in  life  in  order  to  go  to  work,  and  they  are  earning  their 
daily  bread  while  obtaining  a  technical  education.  It  speaks  well 
for  such  institutions  that  the  average  graduate  of  the  Newark 
Technical  School,  for  instance,  has  added  an  income  of  one 
thousand  dollars  per  annum  to  his  earning  capacity,  above  that 
which  he  would  have  had  if  he  had  not  attended  the  evening 
school.  And  the  economic  value  of  industrial  training  is  not  to 
be  disregarded.  The  economic  need  will  bring  back  to  the  even- 
ing schools  thousands  who  will  learn  to  do  their  work  better 
and  to  perform  a  greater  service  to  society. 

THE  MANUAL  TRAINING  ACT. 

The  laws  of  New  Jersey  authorize  the  duplication,  from  the 
treasury  of  the  State,  of  amounts  expended  for  manual  training 


II 

by  any  school  district — to  the  extent  of  five  thousand  dollars  per 
district — provided  that  not  less  than  two  hundred  and  fifty  dol- 
lars is  raised  "by  special  district  school  tax,  or  by  subscription, 
or  both."  At  present  over  fifty  districts  have  availed  themselves 
of  the  provisions  of  the  Manual  Training  Act.  In  several  cities 
local  appropriations  have  been  made  for  evening  drawing 
courses  also,  and  the  latter  are  largely  attended.  The  benefits 
derived  from  this  instruction  can  hardly  be  overestimated. 

INDUSTRIAL  SCHOOL  FOR  COLORED  YOUTH. 

The  Manual  Training  and  Industrial  School  for  Colored 
Youth,  at  Bordentown,  is  now  under  the  supervision  of  the  State 
Board  of  Education.  Until  recently,  little  more  was  done  here 
than  to  duplicate  the  opportunities  offered  in  existing  public 
schools,  but  the  school  now  finds  its  more  useful  career  along 
the  lines  of  Hampton  and  Tuskegee. 

PROVISION   IN    OTHER   STATES. 

Several  other  States  have  laws  designed  to  promote  manual 
training  in  the  public  schools,  to  popularize  agricultural  instruc- 
tion, or  to  inaugurate  local  schools  of  agriculture  (see  Appendix 
D).  Massachusetts  and  New  York  are  the  only  other  American 
States  which  have  enacted  laws  for  the  establishment  of  systems 
of  schools  for  both  the  agricultural  and  the  shop  or  factory 
branches  of  industrial  education.  Massachusetts  led  the  recent 
movement  for  industrial  education.  Its  commission  recom- 
mended an  independent  system  of  industrial  schools,  under  a 
separate  State  commission.  Bills  providing  similarly  for  the 
promotion  of  industrial  education  are  now  before  the  Legisla- 
tures of  the  majority  of  the  States.  The  present  Massachusetts 
Commission  on  Industrial  Education  already  has  over  2,500 
pupils  enrolled  in  the  new  institutions,  and  is  about  to  open  sev- 
eral additional  schools.  A  State  law  of  New  York,  passed  dur- 
ing the  spring  of  1908,  provides  for  separate  industrial  schools, 
under  the  regular  boards  of  education  and  the  supervision  of  its 


12 

uniquely  centralized  State  Department  of  Education.  Wisconsin 
and  Connecticut  have  made  restricted  provision  (see  Appendix 
D)  for  establishing  trade  schools.  Georgia  has  eleven  "district 
agricultural  schools,"  under  boards  appointed  by  the  Governor. 
Alabama  has  nine  similar  institutions.  Oklahoma,  in  1908,  es- 
tablished a  State  Commission  for  Agricultural  and  Industrial 
Education. 

INDUSTRIAL    EDUCATION    ABROAD GERMANY. 

The  breaking  up  of  the  apprenticeship  system  has  been  uni- 
versal in  Europe  as  well  as  in  America.  However,  in  Europe 
general  provision  has  been  made  for  industrial  training  in  schools, 
to  take  the  place  of  the  apprenticeship  tuition.  Germany  has 
made  greater  advance  than  any  other  country  in  providing  indus- 
trial instruction  for  the  average  worker.  Starting  over  a  century 
ago  with  Sunday  schools,  in  which  industrial  drawing  was  taught, 
Germany  progressed  to  evening  industrial  improvement  schools, 
which,  since  1871,  might  be  made  compulsory  by  municipal  vote, 
and  is  now  rapidly  approaching  the  model  set  by  the  Kingdom 
of  Wuerttemberg.  In  1906  that  State  required  compulsory  par- 
tial-time day  schools  to  be  established  by  any  community  having 
at  least  forty  youths  between  the  ages  of  fourteen  and  eighteen 
years  engaged  in  commerce  or  industry,  and  all  such  individuals 
are  obligated  to  attend  the  industrial  improvement  schools,  at 
least  seven  hours  per  week,  for  three  successive  years.  The 
daily  employment  furnishes  the  practical  experience,  to  supple- 
ment the  theoretical  training.  Ordinarily,  the  better  industrial 
improvement  schools  have  shop  attachments  for  the  ^purpose 
of  demonstration,  and  for  additional  training.  Either  through 
State  law  or  municipal  action,  practically  the  whole  industrial 
population  of  Germany  is  now  obligated  to  attend  evening  (or 
partial-time  day)  industrial  improvement  schools  during  the  first 
years  at  work,  or  between  the  ages  of  fourteen  and  eighteen.  The 
maintenance  of  the  institutions  is  usually  divided  equally  be- 
tween the  State  and  the  localities.  Instruction  is  given  for  spe- 
cific trades.  Facilities  are  also  afforded  for  evening  instruction 
in  similar  schools  for  older  apprentices,  or  for  journeymen,  and 


M 

great  numbers  attend  such  institutions.  Numerous  efficient  trade 
schools  also  exist.  The  unions  vie  with  the  employers  in  the 
encouragement  of  all  forms  of  industrial  training.  In  all  States 
of  Europe  in  which  the  industrial  improvement  schools  have 
been  universally  successful,  they  are  under  independent  boards 
connected  with  the  State  Departments  of  Commerce  and  Indus- 
try, and  not  with  the  departments  of  public  instruction  having 
in  charge  the  ordinary  public  schools  or  the  evening  schools  for 
general  subjects  (i.  e.,  "general  improvement  schools").  And, 
in  the  States  mentioned,  it  is  true  that  first  the  attempt  was  made 
to  carry  on  industrial  improvement  schools  directly  under  the 
Departments  of  Public  Instruction. 


INDUSTRIAL   EDUCATION    IN    EUROPE- 

In  the  other  leading  countries  of  Europe  it  is  considered  the 
duty  of  the  State  to  establish,  promote  and  supervise  training 
for  the  industrial  vocations.  The  Swiss  cantons,  France,  Aus- 
tria, Hungary,  the  British  Isles,  Italy  and  the  Scandinavian 
States  are  following  the  lead  of  Germany,  whose  systems  of 
industrial  schools  have  reared  up  a  people  universally  skilled  and 
efficient,  whether  in  the  shop,  field,  or  household.  (For  more 
detailed  information,  reference  must  be  made  to  Appendix  E). 
Denmark  has  accomplished  more  for  its  rural  population,  through 
industrial  training,  than  has  any  other  State.  The  success  of 
the  lower  grade  agricultural  and  industrial  schools  of  France, 
since  being  placed  under  the  direct  control  of  the  ministries  of 
commerce  and  industry,  and  of  agriculture,  is  to  be  remarked. 
Likewise,  the  creation  of  a  State  Department  of  Agriculture  and 
Technical  Instruction  in  Ireland  has  given  a  noteworthy  impetus 
to  the  establishment  of  special  industrial  and  agricultural  schools 
of  elementary  grade.  In  Scotland  the  technical  schools  of  Glasgow 
and  Edinburgh,  in  England,  those  of  Manchester  and  Birming- 
ham, may  be  cited  as  among  the  most  efficient  and  costly  foun- 
dations, but  it  is  equally  necessary  to  observe  the  general  lack,  in 
England,  of  State-wide  provision  for  the  training  of  the  great 
body  of  workmen. 


14 

CONCLUSIONS   AND   RECOMMENDATIONS. 

As  the  result  of  its  inquiry  and  deliberations,  the  Commission 
unanimously  urges  the  introduction  of  such  suitable  forms  of 
industrial  training  as  are  demanded  by  the  several  municipalities. 
The  industrial  school,  more  than  any  other  type  of  educational 
institution,  must  vary  in  scope  and  curriculum  according  to  the 
industries  of  the  locality.  Manual  training  in  the  public  schools 
should  be  encouraged,  especially  up  to  the  completion  of  the  com- 
pulsory attendance  period.  Industrial  education,  i.  e.,  vocational 
instruction,  should  be  provided  for  those  who  have  completed 
the  compulsory  attendance  period,  and  who  desire  to  take  up  an 
industrial  vocation  at  a  later  time.  There  is  most  urgent  neces- 
sity for  the  establishment  of  industrial  schools  for  those  who 
leave  the  ordinary  school  early  in  life,  to  go  to  work.  The  rec- 
ords of  the  Commission  show  that  approximately  five-sixths 
of  those  who  enter  the  lower  grades  of  the  elementary  school 
drop  out  before  the  completion  of  the  eighth  grade.  They  drop 
out  chiefly  because  of  the  necessity  of  earning  a  livelihood.  The 
masses  of  these  individuals  cannot  be  reached  by  any  sort  of  a 
day  vocational  school.  They  must  get  their  training  in  the 
evening,  and  the  number  of  such  is  approximately  ninety-five 
per  cent,  of  the  total  of  individuals  who  can  be  reached  by  any 
type  of  industrial  school  which  trains  directly  for  a  vocation. 
A  great  difficulty  in  the  organization  of  industrial  schools  of 
elementary  grade,  at  present,  is  the  lack  of  vocational  text- 
books— both  special  and  elementary  in  character — as  well  as  the 
lack  of  instructors  qualified  to  undertake  the  very  practical  teach- 
ing that  is  required.  The  commission  feels  that  with  proper  or- 
ganization these  problems  may  be  worked  out  successfully,  as 
has  been  done  in  certain  States  abroad.  The  Commission  is 
further  convinced  that  the  best  results  are  to  be  achieved  by  the 
establishment  of  a  permanent  State  Commission  on  Industrial 
Education,  with  local  boards  of  trustees,  independent  of  the 
present  boards  of  education,  and  appointed  by  the  executive  heads 
of  the  various  municipalities.  These  local  boards  should  have 
full  charge  and  control  of  the  industrial  schools,  subject  only  to 


the  supervision  of  the  State  Commission  on  Industrial  Educa- 
tion. The  Commission  should  have  authority  to  compile  and 
publish  the  necessary  text-books,  and  to  arrange  for  lectures  for 
the  promotion  of  industrial  education. 

As  the  result  of  its  investigations  and  careful  consideration  of 
the  subject,  your  Commission  would  further  recommend  the 
enactment  of  the  following  proposed  law  as  the  best  means  of 
promoting  industrial  education,  and  meeting  the  need  for  it  in 
this  State : 

AN  ACT  providing  for  the  establishment  of  schools  for  indus- 
trial education  (Revision  of  1909). 

BE  IT  ENACTED  by  the  Senate  and  General  Assembly  of  the 
State  of  New  Jersey: 

1.  The  general  supervision  and  control  of  public  industrial  edu- 
cation shall  be  vested  in  a  Commission  on  Industrial  Education, 
which  shall  consist  of  five  citizens  of  this  State,  at  least  three  of 
whom  shall  be  engaged  in  industrial  pursuits.     The  members  of 
the  commission  shall  be  appointed  by  the  Governor,  within  thirty 
days  after  the  approval  of  this  act,  and  those  first  appointed  shall 
serve  for  one,  two,  three,  four  and  five  years,  respectively,  the 
terms  of  the  first  appointees  to  be  designated  by  the  Governor  at 
the  time  of  their  appointment,  and  thereafter  one  member  shall 
be  appointed  each  year  for  a  term  of  five  years.     In  case  of  a 
vacancy,  the  successor  shall  be  appointed  by  the  Governor  for  the 
unexpired  term  only.    The  Governor  shall  have  power  to  remove 
any  commissioner  for  any  cause  not  religious  or  political,  which 
will  promote  the  efficiency  of  the  service,  and  to  fill  such  vacancv 
in  the  same  manner  as  other  vacancies  are  to  be  filled.    The  Gov- 
ernor shall  be,  ex  officio,  a  member  of  the  commission. 

2.  The  commissioners  shall  receive  no  compensation  for  their 
services,  but  all  their  necessary  expenses  incurred  in  the  perform- 
ance of  their  duty  shall  be  paid  by  the  State  Treasurer,  upon  the 
warrant  of  the  State  Comptroller. 

3.  The  said  commission  shall  have  power  to  frame  and  modify 
by-laws  for  its  own  government ; 

II.  To  elect  its  president  and  other  officers; 


i6 

III.  To  prescribe  and  enforce  rules  and  regulations  necessary 
to  carry  into  effect  the  purposes  of  this  act ; 

IV.  To  authorize  the  payment  by  the  State  Treasurer,  upon 
the  warrant  of  the  State  Comptroller,  of  the  necessary  incidental 
expenses  incurred  by  the  members  of  the  commission  in  the  per- 
formance of  their  official  duties; 

V.  To  make  and  enforce  rules  and  regulations  for  the  employ- 
ment of  teachers  in  the  industrial  schools  which  may  be  estab- 
lished under  the  provisions  of  this  act ; 

VI.  To  appoint  a  secretary,  who  shall  be  the  executive  officer 
o<f  the  commission  and  shall  perform  such  duties  as  shall  be  as- 
signed to  him  by  the  commission.     He  shall  receive  such  com- 
pensation as  the  commission  shall  fix; 

VII.  To  employ  such  clerical  assistance  and  such  experts  as 
they  may  deem  necessary,  and  fix  their  compensation,  provided 
that  the  salaries  of  the  secretary,  clerks  and  experts  shall  not  ex- 
ceed in  any  year  the  amount  to  be  annually  appropriated  for  such 
purpose. 

4.  The  commission  shall  report  annually  to  the  Legislature  in 
regard  to*  all  matters  committed  to  its  care. 

5.  Whenever  any  board  of  education,  school  committee  or  other 
like  body  of  any  municipality  in  this  State,  or  the  Commission  on 
Industrial  Education,  shall  certify,  or  shall  have  heretofore  certi- 
fied, to  the  Governor  that  a  sum  of  money  not  less  than  one  thou- 
sand dollars  has  been  contributed  by  voluntary  subscriptions  of 
citizens  or  otherwise,  as  hereinafter  authorized,  for  the  establish- 
ment in  any  such  municipality  of  a  school  or  schools  for  industrial 
education,  it  shall  be  the  duty  of  the  Governor  to  cause  to  be 
drawn,  by  warrant  of  the  Comptroller,  by  himself,  out  of  any 
moneys  in  the   State  Treasury  not  otherwise  appropriated,   an 
amount  equal  to>  that  contributed  to  the  particular  municipality 
as  aforesaid  for  the  said  object,  and  when  any  such  school  or 
schools  shall  have  been  established  in  any  municipality  as  afore- 
said, there  shall  be  annually  contributed  thereafter  by  the  State, 
in  manner  aforesaid,  for  the  maintenance  and  support  thereof,  a 
sum  of  money  equal  to  that  contributed  each  year  in  said  muni- 
cipality for  such  purpose;  provided,  however,  that  the  moneys 


17 

contributed  by  the  State  as  aforesaid  to  any  municipality  shall  not 
exceed  the  sum  of  seven  thousand  dollars. 

6.  Whenever  the  establishment  of  any  school  or  schools  for 
industrial  education  in  any  municipality  shall  have  been  or  shall 
be  reported  to  the  Governor,  as  hereinbefore  provided,  there  shall 
be  created  in  the  said  municipality  a  board  of  trustees,  which  shall 
have  charge  and  supervision  of  all  industrial  schools  in  said  muni- 
cipality, under  this  act,  which  shall  be  known  as  "The  Board  of 

Trustees  of  the .   Industrial  School,"  or  Schools 

(the  blank  to  be  filled  by  the  name  of  the  municipality  in  which 
the  said  school  or  schools  is  or  shall  be  located),  which  board  of 
trustees  shall  consist  of  the  mayor  or  other  chief  executive  officer 
of  the  municipality  in  which  said  school  is  located,  if  there  shall 
be  a  chief  executive  officer  thereof,  ex  officio,  together  with  five 
citizens  of  the  municipality  in  which  the  said  school  is  or  shall 
be  located,  who  shall  be  chosen  as  follows :  The  Commission  on 
Industrial  Education  shall,  within  thirty  days  after  the  creation 
of  any  school  or  schools  for  industrial  education  in  any  munici- 
pality, under  this  act,  where  no  such  school  or  schools  now  exist, 
or  in  the  case  of  any  municipality  where  an  industrial  school  or 
schools  are  under  the  act  of  the  Legislature  approved  March 
twenty-fourth,  eighteen  hundred  and  eighty-one,  and  the  amend- 
ments thereof  and  supplements  thereto,  now  in  existence,  within 
thirty  days  after  the  passage  of  this  act,  nominate  to  the  chief 
executive  officer  or  body  of  the  municipality  in  which  the  said 
school  has  been  or  shall  be  established,  the  names  of  three  citizens 
of  the  said  municipality  for  each  vacancy  on  the  said  board,  and 
the  said  executive  officer  or  body  of  the  said  municipality  shall 
select  therefrom,  in  the  first  instance,  the  names  of  five  citizens, 
at  least  three  of  whom  shall  be  engaged  in  industrial  pursuits, 
who  shall  compose  the  said  board  of  trustees,  who  shall  serve  at 
the  outset  for  one,  two,  three,  four  and  five  years,  respectively,  the 
terms  of  the  respective  members,  in  the  first  instance,  to  be  desig- 
nated by  the  appointing  power,  and  thereafter  upon  the  happening 
of  any  vacancy  or  the  expiration  of  any  term,  the  Commission  on 
Industrial  Education  shall  nominate  to  the  executive  officer  or 
body  of  the  municipality,  upon  the  board  of  trustees  of  which  the 

2  ED 


i8 

said  vacancy  exists,  the  names  of  three  citizens  of  the  said  muni- 
cipality, from  which  the  said  executive  officer  or  body  shall  choose 
one,  who  shall  serve  for  the  unexpired  term  only,  if  the  vacancy 
occurs  during  a  term,  or  otherwise  for  a  full  term  of  five  years. 

7.  All  moneys  raised  and  contributed  as  aforesaid  shall  be 
applied,  under  the  direction  of  the  local  boards  of  trustees,  to  the 
establishment  and  support  of  schools  for  the  training-  and  edu- 
cation of  pupils  in  industrial  pursuits,  including  agriculture,  and 
the  domestic  arts,  so  as  to  enable  them  to  perfect  themselves  in 
the  several  branches  of  industry. 

8.  Any  municipality  shall  have  power  to  appropriate  and  raise 
by  tax,  for  the  support  of  any  such  school  therein,  such  sum  of 
money  as  may  be  deemed  expedient  and  just  by  the  body  or  bodies 
of  such  municipality  having  power  to  appropriate  money  and  levy 
taxes  therefor,  or  for  the  partial  support  of  any  such  school  main- 
tained in  combination  with  another  municipality  or  municipalities, 
as  hereinafter  provided  for. 

9.  The  members  of  local  boards  of  trustees  shall  receive  no 
compensation  for  their  services. 

10.  All  local  boards  of  trustees  provided  for  and  organized 
under  this  act  are  hereby  created  bodies  corporate,  under  the  name 
and  style  of  "The  Board  of  Trustees  of  the  . ;, i  In- 
dustrial School,"  or  Schools  (the  blank  to>  be  filled  by  the  name 
of  the  muncipality  in  which  the  said  school  or  schools  shall  be 
located),  with  the  right  of  perpetual  succession,  to1  sue  and  be 
sued,  to  purchase,  lease  and  hold  personal  and  real  property,  and 
to  sell  and  mortgage  the  same,  and  shall  have  power  to  accept 
donations  and  bequests  of  money  and  property  to  be  used  for  the 
purpose  for  which  the  said  boards  are  constituted  and  organized. 

11.  Any  municipality  may. unite  with  any  other  municipality, 
or  with  more  than  one  such  municipality,  for  the  purpose  of  main- 
taining a  joint  school  or  schools  for  industrial  education,  and 
in  such  case  there  shall  be  but  one  board  of  trustees  for  the  com- 
bined district,  the  members  of  which  shall  be  distributed  among 
the  municipalities  combining  for  such  purpose;  and  in  event  of 
such  combination  the  presiding  officer  of  the  municipality  where 
the  school  is  located  shall  be,  ex  officio,  a  member  of  such  local 
board  of  trustees. 


19 

\2.  Local  boards  of  trustees  shall  have  power  to  appoint  a 
president,  secretary,  treasurer,  and  to  expend  moneys  in  accord- 
ance with  the  provisions  of  this  act.  They  shall  have  power  to 
approve  bills  for  the  necessary  expenses  for  the  conduct  of  the 
school  or  schools,  shall  determine  whether  or  not  tuition  fees  shall 
be  charged,  and  the  amount  of  the  same,  subject,  however,  to  the 
approval  of  the  Commission  on  Industrial  Education.  They  shall 
report  annually  to  the  Commission  on  Industrial  Education. 

13.  All  local  boards  of  trustees  of  schools  for  industrial  edu- 
cation now  existing  under  any  previous  law,  shall  be  replaced  by 
new  boards  of  trustees,  appointed  in  the  manner  provided  for  in 
this  act. 

14.  The  Commission  on  Industrial  Education  may,  in  its  dis- 
cretion, provide  for  lectures  or  courses  of  lectures  to  be  given  in 
the  various  sections  of  the  State  for  the  aid  and  encouragement 
of  industrial  education  or  the  extension  thereof,  and  may  cause 
to  be  compiled  texts  and  other  printed  matter  for  the  use  of  the 
schools   or   courses   coming  under  the   provisions    of   this   act. 
Courses  of  study  and  methods  in  schools  coming  under  the  pro- 
visions of  this  act  shall  be  approved  by  the  Commission  on  Indus- 
trial Education. 

15.  Any  resident  of  any  municipality  of  this  State  in  which 
there  is  no  industrial  school  as  contemplated  by  this  act,  may 
attend  any  industrial  school  coming  under  the  provisions  of  this 
act,  located  in  any  municipality  other  than  that  in  which  he  re- 
sides, and  the  municipality  in  which  such  resident  resides  shall 
pay  to  the  industrial  school  which  such  resident  shall  attend,  such 
fee  as  may  be  fixed  by  the  Commission  on  Industrial  Education ; 
and  if  any  such  school  maintained  in  any  such  municipality  has 
not  the  course  of  study  desired  by  any  such  resident,  such  resi- 
dent may  attend  an  industrial  school  in  some  other  municipality, 
and  such  municipality  in  which  such  resident  lives  shall  pay  for 
such  tuition  such  fee  as  shall  be  fixed  by  the  Commission  on  In- 
dustrial Education. 

1 6.  If  any  section  of  this  act  shall  be  declared  unconstitutional, 
such  declaration  shall  not  be  considered  to  affect  the  balance  of 
the  act. 


20 

17.  The  word  "municipality"  as  used  in  this  act  shall  include 
cities,  towns,  villages,  boroughs  and  townships. 

1 8.  The  Governor  of  this  State  be,  and  he  hereby  is,  empow- 
ered to  remove  for  any  cause  not  religious  or  political,  any  mem- 
ber of  any  local  board  of  trustees,  and  the  vacancy  occurring  by 
reason  of  such  removal  shall  be  filled  as  heretofore  provided  for. 

19.  All  acts  and  parts  of  acts  inconsistent  herewith  are  hereby 
repealed,  and  this  act  shall  take  effect  immediately. 


INDUSTRIAL  EDUCATION — CONCLUSION. 

It  is  the  belief  of  the  commission  that  for  the  State  to  make 
suitable  provision  for  industrial  education  is  to<  safeguard  and 
promote  the  best  interests  of  its  entire  citizenship;  it  is  to  furnish 
equality  of  opportunity  to  all;  to  put  within  the  reach  of  every- 
one the  means  of  making  a  worthy  living — the  foundation  step 
towards  living  a  worthy  life ;  it  is  to  make  home  life  more  pleas- 
ant, to  broaden  the  horizon  of  youth,  and  to  bring  a  fuller  and 
richer  meaning  to  the  daily  work  of  the  artisan ;  it  is  to-  enhance 
the  dignity  of  labor,  to  forestall  poverty,  and  to'  substitute  healthy 
creative  impulses  for  criminal  tendencies ;  it  is  to  add  to  the  per- 
manence and  stability  o>f  the  whole  industrial  fabric,  in  this  State 
of  important  and  diversified  industries.  The  attainment  of  these 
aims,  in  whole  or  in  part,  is  worthy  of  personal  effort  and  sac- 
rifice, and  mutual  forbearance.  It  is  the  hope  of  the  Commission 
that  organized,  constructive  work  may  be  undertaken,  eventually 
to  bring  facilities  for  industrial  training  within  the  reach  of  all. 

GEORGE  R.  HOWE,  President, 
WILLIAM  A.  BEMBRIDGE, 
JOHN  W.  FERGUSON, 
F.  W.  ROEBLING,  JR., 
GEORGE  G.  TENNANT. 
Attest — ALBERT  A.  SNOWDEN,  Secretary. 


Appendix  A. 

The  Industries— Conditions  and  Needs. 

Xo  one  is  better  qualified  to  set  forth  the  requirements  in  the 
matter  of  industrial  training  than  the  employer  of  skilled  labor. 
He  is  in  daily  touch  with  the  practical  problems.  And  the  prin- 
cipal industrial  schools  of  the  State,  at  present,  are  the  work- 
shops, the  factories,  the  farms.  The  instructors  in  these  schools 
are  the  superintendents  of  the  factories,  and  the  foremen;  the 
pupils  are  the  apprentices — if,  indeed,  apprentices  are  to  be  found. 
In  a  great  many  shops  no  form  of  apprenticeship  exists. 

To  the  industries,  then,  the  Commission  turned,  at  the  first,  for 
a  statement  of  the  needs.  If  the  essential  points  agreed  upon  in 
the  communications  from  manufacturers  and  builders  of  the  State 
were  condensed  into  a  single  composite  interview,  the  statement 
would  include  the  following  facts,  in  addition  to  what  has  been 
given  in  the  body  of  the  report : 

"In  considering  the  relative  labor  supply  and  demand,  we 
should  take  into  account  a  term  of  years — times  of  financial  pros- 
perity, as  well  as  times  of  depression.  Looking  back,  then,  over 
the  past  five  years,  we  would  say  that  in  nearly  all  branches  of 
industry  where  skilled  workmen  are  employed  there  has  been 
a  scarcity  of  those  well  trained.  There  is  always  a  demand  for 
workers  who  are  capable,  and  even  in  times  of  industrial  depres- 
sion we  find  it  possible,  in  most  cases,  to  retain  those  who  are 
efficient.  The  unskilled,  on  the  other  hand,  are  the  first  to  leave 
the  shop,  and  the  last  to  be  employed  when  \ve  are  putting  on  an 
additional  force. 

"The  dearth  of  skilled  workmen  is  due  to  a  number  of  causes. 
Apprenticeship  no  longer  finds  favor  with  the  average  beginner 
in  the  industries.  We  have  great  difficulty  in  maintaining  an 
apprenticeship  system,  and  many  of  us  have  concluded  that  under 

(21) 


22 

the  present  conditions  it  is  not  desirable  to  attempt  it.  When 
we  take  on  apprentices,  and  spend  time  and  money  in  their  train- 
ing, they  are  likely  to  leave  us  after  a  few  months  because  they 
have  found  situations  where  they  are  paid  journeymen's  wages. 
And  too  often  they  prefer  the  higher  immediate  wage  that  is  paid 
for  routine  work  to  the  certain  benefit  which  \vould  come,  eventu- 
ally, from  a  thorough  apprenticeship  training. 

"We  cannot  afford  to  pay  our  apprentices  high  wages,  for  their 
instruction  is  expensive  for  us.  During  the  first  year,  the  appren- 
tice is  apt  to'  spoil  more  work  in  the  shop  than  his  services  amount 
to.  In  order  to  give  him  an  all-round  training,  we  are  obliged 
to  change  him,  frequently  from  one  kind  of  work  to  another, 
whereas  it  would  certainly  be  more  profitable  for  us  to  employ 
him,  at  piece-work,  or  in  the  performance  of  a  single  well-learned 
operation. 

"Some  of  us  have  tried  the  'back-pay'  form  of  indenture  for 
the  purpose  of  encouraging  our  apprentices  to  remain  for  their 
period  of  service.  That  is,  we  contract  to  give  a  bonus  upon  the 
successful  completion  of  the  apprenticeship  period,  the  accumu- 
lated fund  amounting  to  from  fifty  to  one  hundred  and  twenty- 
five  dollars.  But  even  this  plan  has  not  always  been  successful  in 
inducing  boys  to  finish  out  their  time. 

"The  constant  tendency  of  modern  industry  to  become  special- 
ized is  another  cause  o<f  the  dearth  of  skilled  workmen.  In  some 
of  the  factories,  the  average  worker  no  longer  deems  it  essential 
to  be  qualified  in  more  than  one  branch  of  the  industry.  When 
we  require  capable  foremen  or  superintendents,  however,  we  find 
difficulty  in  getting  men  with  experience  broad  enough  io  equip 
them  for  the  position.  Hence  the  growing  conviction  that  some 
supplemental  form  of  instruction  must  be  devised.  Machine 
operatives  might  thus  be  benefited,  as  well  as  craftsmen.  And  it 
would  raise  the  standard  of  industrial  intelligence  if  the  special- 
ists in  the  shops  might  have  a  certain  amount  of  general  training. 

"In  former  years  skilled  workmen  sufficient  for  our  purposes 
came  from  foreign  countries.  To-day  this  condition  no  longer 
obtains.  The  continental  workman  is  able,  at  present,  to  find 
employment  at  home  at  a  wage  that  is  entirely  satisfactory  for 
him,  in  view  of  his  lo\v  living  expenses  and  congenial  sur- 
roundings. 


23 

"A  very  practical  type  of  industrial  training  is  demanded. 
Instructors  should  usually  be  chosen  from  among1  those  who  are 
experienced  in  the  every-day  activities  of  the  line  for  which  train- 
ing is  required.  This  plan  should  work  well  in  the  case  of  even- 
ing industrial  improvement  schools.  The  courses  of  study  suited 
to  the  several  industries  must  be  developed,  and  vocational  text- 
books of  elementary  grade  should  be  written." 

The  investigation  of  conditions  in  the  industries  was  not  lim- 
ited to  employers,  but  was  extended  to  the  workmen  and  their 
various  organizations. .  The  interest  in  industrial  improvement 
schools  was  nowhere  more  manifest  than  in  the  case  of  the 
workers.  An  illustration  of  this  attitude,  as  exhibited  before  the 
Commission  took  up  the  problem  of  investigation,  is  found  in  the 
movement  started  in  Paterson,  a  little  more  than  two  years  ago, 
to  establish  an  industrial  school  for  the  building  trades.  (This 
was  not  carried  to  a  successful  issue,  owing  to  the  panic  of  1907.) 
The  proposition,  then,  was  for  the  unions  representing  the  various 
branches  of  the  trades  to  join  with  the  employers'  associations, 
secure  aid  from  the  State  (under  the  law  of  1881),  and  establish 
and  support  an  industrial  school  where  the  apprentice  and  the 
journeyman  as  well  might  receive  the  supplemental  education 
necessary  for  their  work.  The  scheme  met  with  hearty  approval 
of  both  the  unions  and  the  employers.  The  national  organiza- 
tions of  some  of  the  unions  authorized  the  local  bodies  to  appro- 
priate money  from  their  treasuries  for  the  maintenance  of  such  a 
school.  This  was  a  very  clear  illustration  of  the  favor  with  which 
the  right  type  of  industrial  education  will  be  received  by  the 
union  workman.  The  fact  was  also  brought  out  that  the  older 
men,  who  have  been  working  at  their  'trade  for  years,  are  -as 
desirous  of  taking  advantage  of  such  instruction  as  are  the  ap- 
prentices. 

Every  workman  who  is  desirous  of  improving  his  condition 
has  only  to  understand  the  benefits  to  be  derived  from  industrial 
education,  to  have  it  meet  with  his  hearty  approval. 


Appendix   B. 


The  Agricultural  Industry— Conditions  and   Needs. 


BY    DR.    EDWARD    B.    VOORHEES,    DIRECTOR    OF    THE    NEW    JERSEY 
AGRICULTURAL  EXPERIMENT  STATIONS. 


FARMING    AN    INDUSTRY. 

Farming  differs  from  all  other  occupations  in  many  ways ;  it  is 
truly  an  industry  and  in  nearly  all  countries,  more  especially  in  the 
United  States,  the  largest  from  the  standpoint  of  number  of  per- 
sons engaged  in  it  and  the  capital  involved.  It  more  than  any 
other  is  a  basic  industry,  contributing  in  great  measure  to  the 
success  of  other  lines  of  endeavor,  not  only  furnishing  the  raw 
material,  but  providing  larger  quantities  of  goods  for  transporta- 
tion than  any  other  in  the  United  States.  The  products  of  the 
farm  exceed  those  'of  the  mines,  forests  and  rivers,  which  are 
derived  directly  from  the  natural  resources  of  our  country. 


FARMING  A  PROFESSION. 

Farming  may  be  also  regarded  as  a  profession,  because  from 
the  educational  standpoint  it  has  to  do  with  all  of  the  natural 
sciences.  The  proper  knowledge  of  the  growth  of  plants  and 
their  conversion  into  various  other  living  forms  requires  the 
study  of  all  the  sciences  and  their  various  applications.  It  has 
to  do  with  geology,  chemistry,  botany,  physics,  physiology, 
zoology,  entomology,  mycology — in  fact  with  all  phases  of  mat- 
ter, both  in  its  origin  and  use. 

(25) 


26 

FARMING  A   MANUFACTURING   BUSINESS. 

Farming  is  also  in  a  large  sense  a  manufacturing  business ;  the 
farmer  is  directing  the  natural  agencies,  and  in  using  the  neces- 
sary tools,  machinery  and  mechanical  appliances,  is  manufactur- 
ing annually  millions  of  tons  of  raw  material,  ninety-five  per  cent, 
of  the  total  weight  of  wrhich  is  derived  from  intangible  sources. 
In  other  words,  he  is  a  creative  manufacturer,  constructing  from 
separate  elements  definite  compounds.  He  is  also  a  manufacturer 
in  the  sense  that  he  takes  the  raw  materials  so  derived  from  the 
air,  water  and  soil,  and  converts  them  first  into  living  animals, 
and  then  changes  their  crude  products  into  concentrated  forms, 
•as  butter  and  cheese. 

THE:  NEED  OF  EDUCATION. 

In  all  this,  the  success  of  the  farmer  is  meaured  both  by  his 
knowledge  of  the  relations  of  the  natural  agencies  and  their  effect 
in  the  production  and  change  of  form  into  which  his  products  are 
converted,  and  his  skill  in  directing  and  performing  the  necessary 
labor.  As  an  industrial  class,  farmers,  more  than  any  other,  need 
to  know  much,  not  only  of  the  fundamental  principles  involved, 
but  they  must  possess  such  a  training  of  the  mind  and  the  hand  as 
will  enable  them  to  economically  make  the  things  they  sell,  and 
to  have  such  business  knowledge  as  will  enable  them  tx>  correctly 
discern  the  lines  of  profit.  The  importance  that  is  now  attached 
to  the  conservation  of  our  natural  resources  as  they  exist  in  our 
soils  is  in  a  large  measure  due  to  the  fact  that  the  farmer  has 
been  ignorant  of  the  relation  of  his  practice  to  such  conservation, 
and  the  result  has  been  a  wasteful  and  extravagant  use  of  those 
elements  which  are  the  basis  of  such  resources.  The  important 
relation  that  farming  bears  to  the  success  of  all  other  industries 
emphasizes  the  very  great  need,  not  only,  but  the  very  great 
necessity  at  this  time  of  generous  provision  for  the  education  of 
the  farmer  and  his  children.  It  will  not  only  mean  much  to  the 
industry,  but  it  will  mean  much  to  the  whole  people,  as  having 
a  bearing  upon  the  future  prosperity  O'f  all  the  people  of  any 
country,  for  no  country  is  making  genuine  progress  whose  pro- 


gress  is  not  based  either  upon  the  agriculture  of  such  country  or 
of  its  dependencies. 

VOCATIONAL  STUDIES  NOT  TAUGHT. 

Until  recent  years,  no  attempts  were  made  to  instruct  the 
farmer  or  the  farmer's  child  along  the  lines  of  his  vocation; 
neither  the  common  or  the  high  schools  of  this  country  have  been 
planned  with  any  idea  of  giving  instruction  that  shall  increase  the 
efficiency  of  the  child  or  man  as  a  worker,  and  unfortunately  the 
rural  districts  have  not  yet  in  any  marked  degree  met  the  require- 
ments of  what  are  regarded  as  a  good  common  school  education, 
irrespective  of  vocation.  The  field  practice  followed  by  the 
majority  of  farmers  to-day  is  based  largely  upon  tradition,  and 
similar  practices  exist  under  a  very  wide  variety  of  conditions. 
In  -other  words,  the  business,  as  a  whole,  is  still  one  without 
logical  and  reasonable  basis,  and  the  wonder  is  not  that  many 
farmers  do  not  succeed,  but  that  they  succeed  at  all. 

PRESENT    OPPORTUNITIES    FOR    EDUCATION. 

The  opportunities  for  education  to-day,  while  much  superior 
to  those  of  fifty  years  ago,  are  still  inadequate  to  meet  the  require- 
ments of  the  present,  if  the  State  or  nation  is  to  utilize  their 
fields  to  the  best  advantage.  Farmers  have,  however,  always 
realized  the  need  of  definite  guides,  and  through  their  activity- 
have  succeeded  in  having  established  organizations  of  their  own, 
as  well  as  State  and  national  institutions  which  have  for  their 
purpose  the  study  of  the  industry  and  the  distribution  of  infor- 
mation. For  the  benefit  of  the  farmer  who  is  already  in  the  field, 
there  are  societies,  local  and  national,  State  and  county  boards 
of  agriculture,  farmers'  institutes,  and  agricultural  experiment 
stations,  whose  purposes  are  to  organize,  to  teach,  to  experiment 
and  to  demonstrate.  These  institutions  have  proved  their  value 
and  are  growing  in  usefulness.  They  are,  however,  limited  in 
their  capacity  as  teachers.  It  was  believed  for  a  long  time  that 
for  future  generations  the  need  was  for  agricultural  colleges,  and 
the  magnificent  institutions  now  established  in  the  United  States 


28 

are  the  result  of  such  belief.  Still,  the  real  need  to,  the  farmer 
and  to  the  cause  of  agriculture  is  the  establishment  of  schools 
which  shall  give  help  to  those  now  engaged  in  farming,  and  which 
shall  train  the  young,  now  growing  up  on  the  farm;  colleges 
serving  mainly  to  supply  the  needed  teachers  and  investigators. 
To  meet  the  need  for  the  young  men  and  women  on  the  farm, 
short  courses  in  agriculture  in  the  various  State  colleges  and 
universities  have  been  established,  which  meet  the  present  de- 
mands in  an  admirable  way  for  the  few  who  can  afford  the  time 
and  expense  of  the  courses. 


SUGGESTIONS  AS  TO  TYPE  OF  SCHOOL. 

All  of  these  means  of  education  have,  however,  been  of  the 
greatest  service  so  far  as  their  sphere  of  influence  extends,  and 
it  is  because  of  the  improvements  which  they  have  caused  that 
great  encouragement  is  given  for  future  effort  and  for  the  form- 
ation of  such  plans  as  shall  make  it  possible  to  reach  not  only  the 
farmer  in  actual  service,  but  also  for  the  child  attending  the 
school,  so  that  the  work  may  be  generally  helpful  and  apply 
everywhere.  The  ideal  conditions  would  be  to  provide  what  is 
needed  in  the  way  of  education  for  all  who  are  now  engaged  in 
the  work,  as  well  as  for  those  who  contemplate  taking  it  up  at 
some  future  time.  Schools  planned  along  the  lines  of  the  short 
courses  in  agriculture  would  meet  the  requirements,  provided 
sufficient  funds  were  available  to  teach  all  phases  of  the  question. 
This  would  necessitate  a  large  number  of  subjects,  as  there  are 
so  many  special  lines  based  upon  the  foundation  principles. 


WHAT   THE    SCHOOLS    MUST    TEACH. 

Schools  to  meet  the  requirements  as  we  see  them  to-day,  should 
be  prepared  to  give  three  distinct  kinds  of  instruction — First, 
theoretical,  in  which  the  fundamental  principles  involved  in  the 
subject  as  a  science  are  taught.  This  work  should  include  the 
origin,  composition  and  classification  of  soils;  the  characteristics 
and  classification  of  plants ;  the  rotation,  harvesting  and  utiliza- 


29 

don  of  crops ;  the  composition  and  use  of  manures ;  the  purchase 
and  use  of  fertilizers  and  soil  amendments ;  breeds  and  breeding 
of  farm  animals ;  injurious  insects  and  their  destruction ;  diseases 
of  plants,  etc. 

Second,  technical  courses,  or  the  application  of  principles  in 
special  lines  of  practice,  which  should  cover  market  gardening, 
fruit  growing,  floriculture,  greenhouse  management,  farm  me- 
chanics (tools  and  machinery),  farm  buildings,  drainage  and  ven- 
tilation; dairy  farming,  butter  and  cheese  making;  stock  farming; 
special  grain  farming  and  domestic  economy. 

Third,  demonstration  work,  which  should  include  fields  for 
practice,  in  which  the  instruction  given  may  be  actually  applied. 

It  will  be  observed  from  this  general  classification  that  the 
equipment  of  the  schools  must  be  both  inanimate  and  animate; 
the  first  consisting  of  laboratories  for  the  study  of  soils,  manures, 
fertilizers,  milk  and  its  products ;  fields  for  growing  demonstra- 
tion crops  and  the  crops  themselves;  shops  for  the  making, 
handling,  repairing  and  study  of  tools,  machinery,  engines, 
sprayers,  etc.,  and  various  classes  and  breeds  of  live  stock. 

Schools  of  this  sort  should  be  under  the  general  supervision 
of  those  directly  interested  in  these  phases  of  education,  and 
competent  to  determine  the  educational  values  of  the  various 
means  of  instruction. 

That  educational  work  conducted  along  this  line  does  help  the 
farmer  already  engaged  in  his  life-work,  as  well  as  the  children 
and  young  men  and  women  on  the  farm  preparing  for  their 
vocation,  has  been  abundantly  demonstrated  by  the  results  already 
secured  in  this  and  other  countries.  The  demonstration  work  of 
the  Experiment  Station  in  this  State  has  resulted  in  changing  the 
entire  character  of  the  farming  in  many  communities.  This  has 
been  accomplished  by  showing  farmers  that  certain  crops  can  be 
grown  on  their  soils  to  better  advantage  than  others,  and  that  the 
special  treatment  recommended  by  the  Experiment  Station  is 
better  than  that  which  they  were  following.  Such  special  indus- 
tries as  the  growing  of  the  white  potato,  sweet  potato,  asparagus, 
and  fruit,  have  been  made  profitable. 

Along  with  this  increased  prosperity  has  come  the  legitimate 
desire  for  the  conveniences,  and,  in  many  cases,  luxuries,  which 


30 

recent  discoveries  and  the  present  development  in  mechanical  lines 
and  in  transportation  have  made  possible,  which  contribute  so 
much  to  the  farmer's  comfort  and  self-respect.  It  has  resulted  in 
the  improvement  of  communication  by  means  of  telephones,  trol- 
leys, good  roads,  all  of  which,  besides  making  the  farm  a  more 
attractive  place  to  live,  contribute  to  the  wealth  of  the  State. 

The  work  of  the  short  courses  in  agriculture,  so  recently  estab- 
lished in  this  State,  has -already  shown  that  instruction  along 
these  lines  is  possible  and  practicable.  The  young  men  receive 
not  only  an  incentive  and  inspiration,  but  acquire  that  very  im- 
portant characteristic,  the  "how"  to<  do  things. 

Extension  teaching  here  and  elsewhere,  where  traveling 
teachers  go<  from  farm  to  farm,  giving  instruction  both  in 
methods  of  farm  practice  and  in  the  technique  oi  the  making  of 
butter  and  cheese,  and  in  the  use  of  spraying  mixtures  and  of 
machinery,  has  resulted  in  the  forward  movement  of  the  industry. 


In  response  to  .some  further  inquiries  the  following-  communi- 
cation was  addressed  by  Dr.  Voorhees  to  the  Secretary  of  the 
Commission : 

As  to  the  statistics  you  wish,  I  may  say  that  for  about  fifteen 
years  previous  to  last  year,  all  of  the  students  taking  the  scien- 
tific course  in  the  college  received  instruction  in  agriculture, 
which  was  given  the  first  term  o>f  the  freshman  year ;  the  classes 
averaging  about  fifty  men.  In  the  regular  four-year  course  in 
agriculture,  about  two  men  in  each  class  have,  on  the  'average, 
taken  the  course. 

Last  year,  the  curriculum  of  the;  college  was  revised,  new 
courses  established,  and  the  agricultural  course  made  more  of  a 
feature.  The  lectures  on  agriculture  to  the  entire  class  were  then 
abandoned ;  under  this  new  arrangement  all  freshmen  take  a  uni- 
form course  and  elect  their  special  course  at  the  end  of  the  first 
year.  This  year  ten  men  have  elected  the  agricultural  course. 

In  the  short  courses  in  agriculture,  which  were  first  offered 
in  January,  1907,  we  have  had  about  forty  students  each  year. 


The  school  is  prqjared  to  take  care  of  a  much  larger  number  of 
students,  but  until  this  year  we  have  not  made  a  great  effort  to 
obtain  students,  because  we  were  in  process  of  organization;  the 
appropriations  for  buildings  and  equipment  were  distributed  over 
a  period  of  three  years.  The  equipment  is  now  practically  com- 
pleted, and  we  are  advertising  much  more  liberally.  I  am  sending 
you,  herewith,  a  circular  in  regard  to  these  courses. 

Farmers'  institutes  have  been  conducted  for  the  past  fifteen 
years,  and  I  have  personally  been  in  every  county  in  the  State 
and  have  attended  a  very  large  number  of  institutes,  and  other 
members  of  the  staff  have  also  taken  part  in  the  work.  It  cannot 
be  said,  however,  that  it  is  a  college  or  experiment  station  matter, 
as  the  institutes  are  conducted  under  the  auspices  of  the  State 
Board  of  Agriculture,  which  receives  a  direct  appropriation  from 
the  State  for  the  work.  I  have,  however,  always  exercised  a 
careful  supervision  of  the  work,  more  particularly  in  the  selection 
of  speakers,  in  order  that  it  might  be  as  far  as  possible  really 
educational. 

The  work  has  grown  in  interest  from  year  to  year,  and  while 
it  is  difficult  to  estimate  closely  the  number  in  attendance,  prob- 
ably the  annual  average  attendance  would  not  be  far  from  1,500. 
I  hardly  think  that,  because  of  the  indefiniteness  of  these  figures, 
they  could  be  safely  put  in  tabular  form,  though  you.  may  so 
arrange  them  if  you  prefer. 

In  addition  to  this  w^ork,  we  have  in  the  past  made  a  special 
point  of  extension  lecturing  to  farmers'  clubs.  I  have  in  mind 
a  club  that  was  formed  some  years  ago  at  Allenwood,  Monmouth 
county,  and  I  delivered  four  lectures  a  year  (Saturday  after- 
ns)  before  this  club.  The  result  of  this  \vork  is  very  pro- 
nounced in  its  effect  upon  the  farming  community  from  which 
the  members  came;  so  much  so  that  farmers  living  in  other  sec- 
tions of  the  State  have  remarked  to  me  the  great  improvement 
in  the  farming  in  these  sections,  judging  merely  from  riding  on 
trains.  The  membership  of  this  club  probably  averjaged  about 
fifty. 

The  Short  Course  School  should  be  prepared  to  take  care  of 
four  hundred  bovs,  as  I  am  sure  that  about  twenty  boys  from 


32 

each  county  would  attend  the  school  if  the  importance  of  the 
work  were  properly  placed  before  them. 

I  think,  also,  that  it  would  be  possible  with  a  proper  extension 
of  our  institute  work  to  reiach  at  least  one-half  our  farmers,  s:iy 
15,000  or  20,000. 

Very  truly  yours, 

E.'  B.  VOORHEES. 


equally  good.     And  in  every  case  the  per  capita  expenditure  of 
these  State  schools  would  be  greatly  reduced  if  the  schools  could 
3  ED  (33) 


THE  MONEY  VALUE  OF  INDUSTRIAL  TRAINING. 

SALARY  ^EK?        T*  ^%^**NSS>rc*  ^^  \>JW&S^^V^\>\^KUQU. 
$60 


*SS 

*50 
*45 
*40 
*35 
s30 
$25 
$20 
$15 
$10 
*  5 


N.T. 


2 


SYft\N»,W\\3 


WWSTOftS 


(  KVV  ^W) 


A&E          15  YEARS      20  YEARS       25  YEARS      30  YEARS       35YEARS       37YEARS 


^"      NEWARK  TECHNICALSCHOOL 


Appendix  C. 

The  Money  Value  of  Idustrial  Training. 


The  great  moral  and  cultural  benefits  of  industrial  training  are 
readily  conceded.  Industrial  education,  as  a  financial  invest- 
ment, has  not  received  its  due  meed  of  appreciation  in  public 
writings.  If  its  wealth-creating,  or  purely  economic  value,  were 
more  widely  understood  there  would  be  no  hesitancy  in  the  estab- 
lishment of  industrial  schools.  A  very  practical  form  of  philan- 
throphy  is  that  which  does  good  by  making  more  useful  citizens, 
and  when  the  process  is  self-supporting  there  can  be  little  excuse 
for  inaction.  It  can  be  demonstrated  that  even  to  establish  an 
expensive  trade  school,  where  the  cost  of  maintenance  might 
bring  the  expenditures  per  capita  of  attendance  up  to  $300  to 
$1,000  per  annum — as  in  the  case  of  certain  American  trade 
schools  (that  of  Milwaukee  may  be  cited  as  one  of  the  expensive 
type) — it  can  be  shown  that  even  such  expenditures  are  a  splen- 
did investment,  considered  merely  from  the  economic  point  of 
view.  Certainly,  there  can  be  no  quarrel  with  tfce  type  of  indus- 
trial .school  which  gives  almost  as  good  a  direct  financial  return 
as  the  trade  school,  and  at  a  yearly  outlay  of  about  one-twentieth 
the  per  capita  cost  of  the  trade  school.  Such  a  type  of  schorl  is 
the  industrial  improvement  school.  The  State  industrial  im- 
provement school,  known  as  the  Newark  Technical  School,  costs 
less  to  the  Board  of  Trustees  each  year  than  $42  per  capita 
(expenditures  are  reckoned  on  full  attendance,  and  all  items  of 
maintenance  and  estimated  interest  on  investment  are  taken  into 
account).  The  showing  made  by  the  State  industrial  imorove- 
ment  schools  at  Trenton  and  Hoboken  (evening  department)  is 
equally  good.  And  in  every  case  the  per  capita  expenditure  of 
these  State  schools  would  be  greatly  reduced  if  the  schools  could 

3  SD  (33) 


34 

accommodate  more  pupils.  The  per  capita  cost  of  $42  per  an- 
num is  just  about  equal  to  the  average  weekly  wage  of  the  grad- 
uates of  the  Newark  Technical  School  at  the  age  of  37. 


EARNINGS  OF  GRADUATES  OF  THE  STATE  SCHOOLS. 

The  Commission  has  conducted  a  very  thorough  investigation 
of  the  earnings  of  graduates  and  partial-time  students  of  the 
State  schools.  In  the  case  of  the  Trenton  and  Hoboken  schools, 
it  was  difficult  to  get  returns  which  would  show  the  conditions 
for  the  majority  of  the  students,  but  enough  data  were  obtained 
to  indicate  that  the  status  is  quite  similar  to  that  at  Newark. 
In  the  case  of  the  Newark  Technical  School,  it  has  been  possible 
to  keep  more  complete  records  of  the  graduates,  and  the  Com- 
mission was  enabled  to  get  into  touch  with  the  majority.  Eighty- 
five  per  cent,  of  those  who  have  graduated  since  the  establish- 
ment of  the  school  filed  statements  of  the  individual  earnings 
since  entering  upon  apprenticeship,  and  made  clear  the  wonder- 
ful increase  in  earning  power  which  industrial  training  has  given 
them.  For  instance,  the  average  graduate  of  the  Newark  Tech- 
nical School  began  apprenticeship  at  a  wage  which  at  the  age 
of  fourteen  was  $3.55.  His  earnings  at  the  age  of  thirty-seven 
were  $42.03  per  week  (this  would  be  above  $45  if  the  earnings 
of  all  those  who  are  not  older  than  thirty-two  were  extended  at 
the  same  ratio).  On  the  accompanying  chart  this  increase  is 
shown  graphically,  and  is  compared  with  the  average  earnings 
of  those  who  specialized  in  the  machine  trades,  and  witk  certain 
data  obtained  from  the  United  States  Government  reports.  The 
chart  does  not  picture  earnings  beyond  the  age  of  thirty-seven, 
as  in  one  branch  not  more  than  a  score  of  individuals  had  gone 
beyond  that  age,  and  it  seemed  desirable  that  a  sufficient  num- 
ber of  cases  should  be  averaged  to' make  the  results  undebatable. 
Graduates  in  the  machine  trades  began  apprenticeship  with  a 
wage  of  $3.76  per  week  at  the  age  of  fourteen,  and  at  thirty-seven 
were  making  an  average  of  $57.17  per  week.  The  average  of 
the  half  dozen  graduates  in  this  line  who  have  attained  the  age 
of  forty-five  is  over  $66  per  week. 


35 

So  far  as  the  fifteen  per  cent,  of  graduates  are  concerned  who 
did  not  furnish  a  statement  of  earnings  since  apprenticeship,  the 
Commission  has  made  a  careful  estimate,  and  is  satisfied  that 
if  these  returns  were  in,  the  average  would  in  no  wise  be  lowered. 
The  record  as  it  stands  means  that  the  average  graduate  of  the 
Newark  Technical  School  is  earning  $1,000  per  annum  more 
than  he  would  have  received  if  he  had  not  attended  the  school. 
This  is  equivalent  to  placing  $25,000  in  the  bank  at  four  per 
cent,  interest.  Or,  it  may  be  considered  that  every  graduate  of 
such  school  adds  $25,000  to  the  wealth  of  the  State.  In  the 
machine  industries  the  showing  is  still  greater.  In  every  case, 
during  the  course,  earning  was  combined  with  learning,  and  in- 
stances are  at  hand  where  salaries  were  raised  as  soon  as  the 
employers  heard  that  the  workers  were  availing  themselves  of 
the  opportunities  of  the  school. 

A  few  excerpts  from  letters  received  by  the  Commission  from 
graduates  of  the  Newark  Technical  School  are  given  below. 
They  are  taken  at  random  from  a  large  pile  of  such  correspond- 
ence, and  show,  better  than  any  other  expression  could  convey, 
what  the  graduates  think  of  the  school : 


SOME    STATEMENTS    FROM    GRADUATES. 

"I  attribute  a  large  proportion  of  my  success  to  training  ob- 
tained in  the  school.  My  salary  has  increased  probably  500  per 
cent.  I  unhesitatingly  state  that  whatever  advance  I  may  have 
made  above  the  rank  of  journeyman  machinist  has  been  due  to 
the  training  and  instruction  I  received  at  the  Newark  Technical 
School." 

"I  consider  the  N.  T.  S.  the  greatest  factor  in  my  success,  as 
I  could  not  have  obtained  the  necessary  education  in  any  other 
way.  I  had  to  support  my  family,  and  therefore  had  no  time 
except  evenings,  and  no  large  sums  of  money  to  spend.  Institu- 
tions like  the  N.  T.  S.  are  the  thing  for  workingmen  with  the 
ambition  to  get  on,  if  only  they  could  see  it  and  realize  it  better." 

"I  believe  that  a  school  modeled  on  the  same  general  lines  as 
the  N.  T.  S.  is  the  proper  one  for  the  generality  of  young  men, 
and  emphatically  not  a  trade  school." 


36 

"I  entered  the  Newark  Technical  School  to  satisfy  my  ambi- 
tion to  'get  to  the  top  of  the  ladder,'  and  am  very  much  pleased 
with  the  results  of  those  five  years  of  hard  work.  Only  those 
who  have  had  to  work  ten  hours  in  a  shop  and  then  spend  from 
two  to  three  hours  an  evening  for  five  evenings  each  week,  dur- 
ing seven  months  a  year,  know  what  it  means  to  fight  their  own 
way  in  life's  battles,  and  it  is  just  such  schools  as  the  N.  T.  S. 
which  help  to  bring  out  and  develop  the  latent  abilities  which 
a  young  man  has." 

"I  am  most  interested  in  the  type  of  school  which  will  give 
shop  boys  the  theories  of  the  work  in  which  they  are  engaged, 
illustrated,  if  need  be,  by  practical  examples.  The  young  work- 
ers are  apt  to  gather  erroneous  theories  in  the  shop,  and  they  may 
not  be  in  a  position  to  gather  any  theories  at  all.  Except  for 
the  training  received  in  the  Newark  Technical  School,  I  should 
never  have  been  able  to  progress  to  my  present  standing."  (This 
graduate  earns  $58  per  week.) 

"Previous  to  entering  Newark  Technical  School  I  had  been 
studying  mechanical  engineering  in  a  correspondence  school,  but 
came  to  the  point  where  I  needed  the  help  of  association  with 
fellow-workers,  and  the  direct  assistance  of  experienced  teachers. 
When  I  graduated  from  the  Newark  Technical  School  I  had  ac- 
quired a  knowledge  of  things  that  has  proven  decidedly  advan- 
tageous, and  a  training  that  could  not  have  been  gained  in  a  life- 
time of  home  study." 

"I  was  compelled  to  leave  school  at  an  early  age,  and  entered 
the  Newark  Technical  School  as  the  only  means  of  acquiring  a 
knowledge  of  mathematics,  drawing  ond  other  subjects! required 
by  the  machinist.  The  education  received  was  of  most  decided 
benefit.  Being  the  only  apprentice  in  the  shop  attending  an 
evening  school,  I  was  given  better  opportunities  than  the  other 
boys.  Within  one  year  after  completing  my  apprenticeship  I 
was  selected  as  foreman,  which  I  feel  confident  was  due  more 
to  my  technical  education  than  skill  as  a  workman.  At  present 
my  salary  is  undoubtedly  at  least  $20  per  week  more  than  I. could 
earn  had  I  not  attended  the  Newark  Technical  School." 

"When  I  went  into  business  I  was  surprised  to  find  myself 
with  a  technical  education  fully  equal  to  that  of  the  average  tech- 


37 

nical  man  in  the  large  automobile  factories.  I  have  worked  my 
way  to  the  front  in  the  business,  and  wish  at  all  times  to  give  the 
school  full  credit  for  the  indispensable  technical  knowledge  and 
mind  training,  which,  coupled  with  hard  work,  have  placed  me 
where  I  am  now.  I  have  twenty-five  men  in  the  factory.  The 
N.  T.  S.  entrance  examination  (about  equal  to  that  of  a  high 
school)  is  too  hard  for  any  one  of  them.  They  need  a  school  of 
lower  grade  and  shorter  hours.  I  would  be  very  much  interested 
in  the  kind  of  school  that  would  take  any  factory  hand  and  teach 
him  elementary  mechanics  without  requiring  the  preliminary 
standard  of  education  set  by  the  better  schools ;  in  other  words,  a 
school  for  the  many  rather  than  for  the  few." 

REPORTS   FROM    OTHER   STATE   SCHOOLS. 

From  former  students  of  the  State  industrial  improvement 
school,  known  as  the  Trenton  School  of  Industrial  Arts,  came 
letters  expressing  an  appreciation  of  its  advantages,  similar  to 
the  above.  The  returns  from  those  who  had  attended  the  indus- 
trial department  of  the  Hoboken  School  are  also  such  as  should 
greatly  encourage  those  who  are  interested  in  the  promotion  of 
industrial  education.  A  graduate  of  the  Trenton  School  writes : 
"The  influence  of  the  S.  I.  A.  has  been  felt  keenly  in  our  city. 
The  instruction  has  benefited  me  greatly  in  every  way,  finan- 
cial and  otherwise."  Another  says :  "At  the  School  of  Industrial 
Arts  I  stumbled  upon  the  discovery,  valuable  to  myself,  that 
there  is  a  large  field  in  ceramic  chemistry."  Another:  "I  had 
almost  decided  to  abandon  the  pottery  trade,  but  on  seeing  the 
opportunities  offered  by  the  S.  I.  A.  to  learn  chemistry,  I  con- 
cluded to  make  the  pottery  business  my  life-work.  I  am  suc- 
ceeding beyond  my  greatest  expectations."  Again,  a  former 
student  writes :  "It  is  inexplicable  that  a  school  which  is  doing 
such  wonderful  work  as  the  S.  I.  A.  should  not  at  once  receive 
funds  for  a  new  building,  and  for  further  expansion  along  useful 
lines.  It  has  added  a  mint  of  money  to  the  ratables  of  the  State. 
It  is  one  of  the  most  valuable  investments  the  State  has  made, 
but  it  is  housed  in  a  rat-trap  of  a  building,  which  is  certainly  no 
credit  to  this  prosperous  commonwealth." 


ECONOMIC  IMPORTANCE  OF  INDUSTRIAL  EDUCATION. 

Several  other  institutions  in  the  country  have  made  interesting- 
studies  of  the  earnings  of  graduates,  but  it  is  safe  to  say  that  no 
such  complete  reports  of  the  life-time  earnings  of  graduates  of 
an  industrial  school  have  been  collected  as  those  obtained  by  this 
Commission  in  the  case  of  the  Newark  Technical  School.  The 
Lowell  Institute  School  for  Industrial  Foremen,  of  Massachu- 
setts, graduated  its  first  class  in  1905.'  Two  years  later,  the 
average  increase  of  salary  was  seventy  per  cent.  Other  statis- 
tics tending  to  show  the  money  value  of  industrial  training  are 
found  in  such  individual  reports  as  those  of  the  Manhattan  Trade 
School  for  Girls,  and  the  Hebrew  Technical  School  for  Girls— 
both  private  foundations  of  New  York  City.  But  it  is  not  neces- 
sary to  go  outside  of  the  State  of  New  Jersey  for  the  most  con- 
vincing proof  of  the  economic  importance  of  industrial  education. 
The  statement  of  von  Mosthaf,  of  Stuttgart,  is  in  point  here.  A 
famous  academician  of  Berlin  said  to  him,  on  one  occasion : 
"This  State  is  surely  too  poor  to  expend  the  money  that  you  are 
demanding  for  industrial  schools."  "My  dear  sir,"  was  the  re- 
sponse, "the  State  is  too  poor  not  to  expend  the  money." 


Appendix  D. 


Industrial  Education  and  Manual  Training  in  America. 


The  aim  of  this  supplementary  chapter  is  to  furnish  a  con- 
densed summary  of  the  provision,  legislative  and  actual,  for 
manual  training  and  industrial  education  in  the  several  States  of 
the  Union.  In  this  connection  brief  reference  has  also  been  made 
to  the  provision  for  higher  technical  education,  or  the  training  of 
engineers,  as  it  is  found  in  the  separate  commonwealths.  But 
the  primary  object  of  the  chapter  is  to  indicate,  in  a  general  way 
(necessarily  restricted),  what  is  being  done  in  schools  below  the 
grade  of  the  technical  or  engineering  college.  Wherever  indi- 
vidual schools  are  mentioned,  the  information  was  usually  ob- 
tained directly  from  the  institution  concerned,  either  by  corres- 
pondence, or  through  the  visits  of  the  Secretary.  Unless  other- 
wise indicated,  statistics  given  are  generally  for  the  year  1907- 
'08,  though  in  many  instances  they  are  for  the  current  year 
(1908-09). 

INTRODUCTION. 

Federal  Aid  to  Industrial  Education. 

Since  the  early  days  of  the  Republic  the  Federal  Government 
has  made  vast  grants  of  land  and  money  to  the  individual  States. 
Either  by  the  conditions  of  the  grants  or  through  State  initiative 
these  gifts  have  been  converted,  in  large  part,  into  permanent 
endowments  for  the  maintenance  of  the  public  schools,  the  State 
universities,  normal  schools,  or  other  educational  institutions. 
Moneys  paid  out  of  these  funds  to  the  public  schools  have  been 
used  for  the  maintenance  M  the  various  forms  of  instruction,  in- 

(39) 


40 

eluding  manual  training,  domestic  science  and  kindred  branches. 
The  university  funds  have  gone  to  sustain  agricultural  or  engi- 
neering instruction,  as  well  as  to>  promote  the  liberal  arts.  How- 
ever, since  1862 — the  year  when  the  Morrill  Act  was  passed  in 
aid  of  colleges  of  agriculture  and  the  mechanic  arts — whatever 
federal  grants  have  been  made  to  all  States  alike,  have  been 
chiefly  intended  for  industrial-vocational  education.  In  1862 
each  State  was  granted  30,000  acres  of  land  for  each  Senator 
and  Representative  in  Congress  from  the  State,  for  the  estab- 
lishment of  one  or  more  institutions  (or  departments),  whose 
chief  aim  should  be  to  teach  agriculture,  the  mechanic  arts,  and 
cognate  subjects.  Over  10,320,000  acres  have  been  allotted  un- 
der this  act.  Of  this  acreage  the  land  sold  brought  about 
$13,000,000,  and  land  valued  at  $5,000,000  remains  unsold. 
Other  grants,  of  special  character,  were  made  when  certain  of 
the  Western  States  were  admitted  to  the  Union.  The  State 
College  (agriculture  and  mechanics)  of  Washington  has  re- 
served for  future  sale  not  only  89,000  acres  of  the  90,000  acres 
allotted  under  the  act  of  1862,  but  an  additional  100,000  acres, 
none  of  which  can  be  sold  for  less  than  $10  per  acre. 

The  following  grants  were  made  by  the  Federal  Government 
to  Oklahoma,  when  that  State  was  admitted  to  the  Union :  Sec- 
tions 1 6  and  36  in  every  township  in  Oklahoma  Territory,  for 
the  common  schools.  In  lieu  of  sections  16  and  36,  and  other 
lands  of  Indian  Territory,  $5,000,000  in  cash,  for  the  common 
schools.  Section  13  in  the  Cherokee  Outlet,  the  Tonkawa  Indian 
Reservation,  and  the  Pawnee  Indian  Reservation,  for  the  main- 
tenance of  the  following  institutions:  The  University  l>f  Okla- 
homa and  the  University  Preparatory  School,  one-third;  the 
normal  schools,  one-third;  the  Agricultural  and  Mechanical  Col- 
lege and  the  Colored  Agricultural  and  Normal  University,  one- 
third.  Five  per  cent,  of  the  proceeds  of  sales  of  public  lands  in 
the  State  to  be  set  aside  as  a  permanent  fund  for  the  common 
schools.  Also,  in  lieu  of  lands  for  internal  improvement  and 
swamp-land  grants,  for  the  use  of  the  University  of  Oklahoma, 
250,000  acres;  the  University  Preparatory  School,  150,000  acres; 
the  Agricultural  and  Mechanical  College,  250,000  acres;  the 
State  Normal  Schools,  300,000  acres;  the  Colored  Agricultural 


41 

and  Normal  University,  100,000  acres.  Also,  minor  grants,  such 
as  the  gift  of  one  section  (640  acres)  of  land  for  the  University 
Preparatory  School. 

The  second  Morrill  Act,  passed  in  1890,  appropriated  to  each 
State  and  Territory,  for  the  land-grant  colleges,  $15,000  for  the 
year  ending  June  30,  1890,  and  thereafter  an  annual  increase  of 
$1,000  for  ten  years,  when  the  amount  appropriated  per  twelve- 
month was  $25,000  to  each  State.  The  Nelson  amendment,  ap- 
proved March  4,  1907,  provided  that,  beginning  with  1908, 
$5,000  should  be  added  annually  to  this  appropriation  until  the 
same  should  reach  $50,000  annually  (in  1912)  for  each  State 
and  territory.  This  money  must  be  devoted  to  the  "more  com- 
plete endowment  and  support  of  the  colleges  for  the  benefit  of 
agriculture  and  the  mechanic  arts,"  established  under  the  act 
of  1862.  The  funds  cannot  be  employed  for  the  purchase  of 
land  or  the  erection  of  buildings,  nor  for  the  payment  of  the 
salaries  of  any  but  members  of  the  faculties.  Under  the  second 
Morrill  Act,  over  $20,000,000  has  been  contributed  by  the  Fed- 
eral Government  for  the  support  of  the  agricultural  and  mechan- 
ical colleges.  Sixty-six  institutions  receive  aid.  In  nearly  a 
score  of  the  States,  departments  or  colleges — to  become  the  recip- 
ients of  the  Morrill  funds — were  created  in  connection  with  the 
State  universities;  in  the  other  States,  separate  and  distinct  col- 
leges were  organized,  or  else,  as  in  a  few  cases,  an  arrangement 
similar  to  the  following  was  effected :  New  York  turned  its  fund 
over  to  Cornell  University  for  the  endowment  and  maintenance 
of  a  department;  Massachusetts  divided  the  funds  between  the 
Massachusetts  Institute  of  Technology,  at  Boston,  and  the  Mass- 
achusetts Agricultural  College,  at  Amherst;  New  Jersey,  which 
obtained  210,000  acres  of  land  under  the  act  of  1862,  made  the 
funds  over  to  Rutgers  Scientific  School,  a  department  of  Rutgers 
College,  at  New  Brunswick.  In  every  instance  the  Federal  Gov- 
ernment left  the  specific  disposition  of  the  funds  (under  the 
general  restrictions  of  the  grants)  to  the  Legislatures  of  the  sev- 
eral States.  In  sixteen  States  and  Territories,  separate  institu- 
tions for  colored  students  were  created  or  nominated  by  the 
respective  Legislatures,  to  receive  a  share  of  the  Federal  grants. 
Of  these,  Hampton  (a  private  foundation)  is  best  known. 


42 
The  United  States  Agricultural  Experiment  Stations. 

By  act  of  Congress  of  March  2,  1887  (the  Hatch  Act),  each 
State  and  Territory  received  thereafter,  annually,  $15,000,  to 
be  devoted  to  the  establishment  and  maintenance  of  agricultural 
experiment  stations.  The  Adams  Act,  of  1906,  added  $5,000  to 
this  annual  appropriation,  and  provided  that  $2,000  should  be 
added  annually  thereafter  until  the  total  appropriation  for  ex- 
periment stations  to  each  State  and  Territory  should  equal 
$30,000  (in  1911).  By  1905  the  appropriations  of  the  individ- 
ual States  to  the  experiment  stations  more  than  equalled  that 
made  by  the  Federal  Government.  In  the  case  of  the  agricul- 
tural and  mechanical  colleges — to  which  the  stations  are  usually 
adjoined— the  States  have  been  even  more  generous. 

The  acts  of  Congress  relating  to  the  United  States  Agricul- 
tural Experiment  Stations  provide : 

"That  it  shall  be  the  object  and  duty  of  said  experiment 
stations  to  conduct  original  researches  or  verify  experiments 
on  the  physiology  of  plants  and  animals;  the  diseases  to 
which  they  are  severally  subject,  with  the  remedies  for  the 
same;  the  chemical  composition  of  useful  plants  at  their 
different  stages  of  growth;  the  comparative  advantages  of 
rotative  cropping,  as  pursued  under  a  varying  series  of 
crops;  the  capacity  of  new  plants  or  trees  for  acclimation; 
the  chemical  composition  of  manures,  natural  or  artificial, 
with  experiments  designed  to  test  their  comparative  effects 
on  crops  of  different  kinds;  the  adaptation  and  value  of 
grasses  and  forage  plants;  the  composition  and  digestibility 
of  the  different  kinds  of  food  for  domestic  animals;  the 
scientific  and  economic  questions  involved  in  the  production 
of  butter  and  cheese;  and  such  other  researches  or  experi- 
ments bearing  directly  on  the  agricultural  industry  of  the 
United  States  as  may  in  each  case  be  deemed  advisable, 
having  due  regard  to  the  varying  conditions  and  needs  of 
the  respective  States  and  Territories." 

The  Federal  grant  to  the  experiment  station  was  $1,290,220 
for  1908. 


43 

All  Grades  of  Industrial  and  Technical  Education  Aided  by  the 

Federal  Grants. 

Not  only  have  the  Federal  grants  been  devoted,  in  part,  to  the 
sub-industrial,  or  sub- vocational  branches,  as  manual  training 
and  domestic  science — as  noted  above — and  for  the  promotion 
of  higher  technical  and  scientific  work  in  colleges  (cp.,  also,  the 
maintenance  by  the  Federal  Government  of  strong  technical 
departments  at  Annapolis  and  West  Point  (and  the  lesser  train- 
ing schools  for  Army  and  Navy),  but  the  Federal  educational 
grants  have  been  and  now  are  largely  used  for  trade  school  work, 
industrial  improvement  schools  and  agricultural  improvement 
schools  ( short  courses)  the  most  elementary  of  the  strictly  voca- 
tional work.  The  sixteen  schools  for  negroes,  which  receive  a 
share  of  the  Federal  grants  for  agriculture  and  the  mechanic 
arts,  have  important  trade  school,  industrial  improvement  and 
agricultural  improvement  divisions.  The  trades  taught  (in  the 
trade  school  divisions)  include:  Carpentry,  blacksmithing,  wheel- 
wrighting,  shoemaking,  brick  masonry,  stone  masonry,  broom- 
making,  chair-bottoming,  tailoring,  millinery,  cooking,  launder- 
ing, printing,  machine  shop  work,  sewing,  cabinet-making,  sta- 
tionary engineering,  dressmaking,  painting,  tinsmithing,  elec- 
trical work,  plastering,  paper  hanging,  upholstering,  saddlery, 
harness  making,  sawmilling,  plumbing,  steam  fitting,  carriage 
trimming,  frescoing,  besides  elementary  horticulture,  apiculture, 
dairying,  poultry  raising,  animal  husbandry,  farming,  gardening, 
housekeeping  and  nursing.  In  connection  with  the  agricultural 
and  mechanical  colleges  for  whites  (or  in  the  corresponding  uni- 
versity departments),  the  trades  are  often  taught,  either  in  affilia- 
tion with  the  preparatory  departments,  or,  as  in  a  few  States 
(where  the  entrance  requirements  are  low,  or  supplemental 
courses  are  offered),  in  the  college  itself.  Work  offered  to  spe- 
cial students  is  often  of  the  industrial  improvement  school  type 
(cp.  the  industrial  improvement  school  maintained  at  Sparks  by 
the  Federal-grant^-aided  Nevada  State  University).  As  for  the 
"short  courses" — given  in  connection  with  quite  all  of  the  Morrill- 
aid  schools — they  are  most  successful  in  attracting  students  as 


44 

agricultural  improvement  schools  ("short  courses  in  agriculture"), 
although  as  day  industrial  improvement  schools  (i.  e.,  some  of 
the  "short  courses  in  mechanic  arts")  they  are  also  effective. 
Certain  of  the  short  courses  are  of  high  technical  grade,  but  the 
great  usefulness  of  this  important  type  of  training  lies  in  its 
ability  to  reach  the  masses  with  the  more  elemental  and  strictly 
vocational  instruction.  Especially  is  this  true  of  the  agricultural 
branches,  for  the  agricultural  colleges,  it  is  well  known,  have  not 
succeeded  in  training  a  large  percentage  of  farmers.  In  the 
college  courses  of  the  fifty  Morrill  schools  for  whites,  for  ex- 
ample, only  one  student  in  nine  is  enrolled  in  agriculture.  There 
are  over  four  students  in  mechanical  engineering  alone  for  every 
three  in  agriculture;  four  in  civil  engineering  to  every  three  in 
agriculture,  not  to  mention  other  departments.  The  fact  is  that 
the  country  boys  and  girls  drop  out  of  the  public  schools  early, 
just  as  the  city  children  leave  school  permanently  in  large  num- 
bers during  the  fifth  or  sixth  years  of  the  course.  The  agricul- 
tural improvement  school  (short  course)  is  to  be  their  salvation, 
vocationally — and  the  counterpart  of  the  industrial  improve- 
ment school  for  the  workers  in  the  factory  and  shop  industries 
and  the  building  trades.  But  as  yet,  properly  constructed  text- 
books are  wanting  in  many  departments  of  the  "short  course" 
educational  field. 

Further   Types   of    Vocational   or  Sub-Vocational  Instruction 
Given  by  the  Land  Grant  Colleges. 

In  the  preparatory  schools  and  university  high  schooli  under 
control  of  the  boards  having  in  charge  the  Morrill  colleges,  man- 
ual training  and  domestic  science  are  subjects  commonly  found. 
Commercial  branches  (including  such  subjects  as  stenography 
and  typewriting)  are  also  taught,  both  in  the  preparatory  de- 
partments and,  in  many  instances,  in  the  collegiate  divisions. 
Instruction  by  correspondence  is  a  feature  recently  introduced 
in  the  land-grant  colleges,  and  is  growing  in  favor.  It  is  given 
with  success  by  such  schools  as  the  Pennsylvania  State  College 
(cp.  Pennsylvania,  below),  by  the  Oklahoma  Agricultural  and 
Mechanical  College  (agricultural  subjects),  and  by  the  similar, 


45 

Federal-endowed  department  of  the  University  of  Wisconsin 
(non-agricultural,  as  well  as  agricultural  industries).  The 
farmer's  institute  is  another  form  of  popular  instruction  con- 
ducted with  great  success  by  extension  lecturers  from  the  land- 
grant  colleges.  The  introduction  in  several  of  the  colleges,  of 
courses  designed  for  the  training  of  teachers  of  industrial  sub- 
jects (not  merely  the  sub-industrial)  is  a  comparatively  recent 
movement,  and  much  to  be  commended.  The  pedagogy  of  in- 
dustrial education  has  a  field  distinctly  separate  from  the  peda- 
gogy of  manual  training,  not  only  because  the  purpose  of  indus- 
trial education  is  vocational,  but  because  the  students  in  indus- 
trial education  courses  are  more  mature  individuals,  in  general, 
than  pupils  in  manual  training. 

An  extension  of  the  system  of  Federal  aid  to  industrial  edu- 
cation in  the  direction  of  greatest  present  need — i.  e.,  the  sec- 
ondary instruction — is  proposed  by  the  Davis  bill,  now  before 
Congress.  Under  the  head  of  secondary  schools  it  would  pro- 
vide not  only  for  Federal  support  to  manual  training  and  do- 
mestic science  in  high  schools,  but  also  for  the  similar  endowment 
of  industrial  and  agricultural  improvement  schools  (evening  or 
day).  State  normal  schools  would  receive  Federal  aid  for  the 
training  of  teachers  of  manual  training,  domestic  science,  and  the 
elements  of  agriculture — just  as  the  land-grant  colleges  now 
receive  Federal  aid  which  may  be  devoted  to  departments  for 
the  training  of  teachers  of  industrial  education.  The  total 
amount  to  be  appropriated  annually,  under  the  terms  of  the  pro- 
posed bill,  is  something  over  $11,000,000. 

Co-operative  Demonstration  Work. 
(With  acknowledgments  to  Dr.  Knapp. ) 

Under  authority  of  Congress,  the  Farmers'  Co-operative  Dem- 
onstration Work  (conducted  by  the  Department  of  Agriculture 
through  the  Bureau  of  Plant  Industry)  was  inaugurated  in 
January,  1904,  primarily  because  of  the  depredations  of  the 
Mexican  cotton  boll  weevil  of  the  State  of  Texas.  The  work  is 
in  two  divisions,  ( I )  the  demonstration  of  improved  methods 


46 

of  agriculture  in  the  weevil-infected  districts,  which  is  the  nat- 
ural outgrowth  of  the  original  plan,  (2)  the  extension  of  the 
same  principles  to  other  Southern  States  beyond  the  range  of 
weevil  infestation. 

The  territory  covered  by  the  division  of  the  work  includes 
eastern  and  northern  Texas,  southern  Arkansas,  Oklahoma, 
Louisiana  and  a  portion  of  Mississippi.  The  total  area  thus  cov- 
ered is  more  than  300,000  square  miles. 

The  second  division  of  the  work  was  commenced  in  Missis- 
sippi in  March,  1906.  In  co-operation  with  the  General  Educa- 
tion Board  this  work  in  1907  was  conducted,  in  a  limited  way,  in 
Alabama  and  Virginia,  and  has  recently  been  extended  into 
North  Carolina,  South  Carolina  and  Georgia.  The  expenses  of 
this  division  are  defrayed  by  the  General  Education  Board,  which 
appropriated  the  sum  of  $69,000  for  demonstration  work  dur- 
ing the  year  commencing  October  i,  1907. 

Dr.  S.  A.  Knapp  is  the  special  ggvernment  agent  in  charge  of 
the  Co-operative  Demonstration  Work.  A  corps  of  field  agents, 
classified  according  to  the  territory  in  charge,  as  State,  district 
and  county  agents,  is  employed.  The  simple  and  well-established 
principles  of  successful  farming  are  taught  directly  to  the  men 
on  the  farms.  Great  success  has  been  attained  in  reaching  the 
small  farmers  throughout  the  South,  and  by  choosing  as  in- 
structors natives  of  the  States  in  which  they  work,  the  farmers 
are  interested  more  readily  in  better  conditions.  At  the  present 
time  178  men  are  in  the  field,  covering  territory  from  Virginia  to 
western  Texas.  The  work  is  supported  by  Congressional  appro- 
priations in  the  territory  where  the  Mexican  boll  weevil  ts  pres- 
ent, but  from  Mississippi  east,  it  is  supported  by  the  General 
Education  Board.  About  12,000  demonstration  farms  had  been 
established  up  to  February  I,  1908,  and  20,000  farmers  had 
agreed  to  co-operate  and  make  reports  as  to  results,  "A  demon- 
stration farm"  is  a  portion  of  land  on  a  farm  that  is  worked 
strictly  according  to  the  instructions  of  the  department.  If  pos- 
sible, the  agent  visits  the  farm  at  least  once  a  month.  A  "co- 
operator"  is  a  farmer  who  agrees  to  work  a  part  or  all  of  his  crop 
according  to  instructions,  but  a  department  agent  visits  him  only 
in  exceptional  cases.  The  department  inaugurates  its  work  at 


47 

first  through  public  meetings,  in  which  the  farmers  become  in- 
terested in  the  plan.  In  the  practical  work,  the  cotton  culture  sys- 
tem is  the  main  feature  in  many  localities,  but  corn  culture,  the 
use  of  soil  renovating  crops,  and  the  production  of  good  farm 
seeds,  are  the  subjects  of  lectures  and  demonstration  in  other  dis- 
tricts. 

Appropriations  for  the  year  i9O7-'o8  were  as  follows :  Con- 
gressional appropriations,  $77,739.80 ;  General  Education  Board 
contribution,  $69,000;  Slater  Fund,  $1,000;  voluntary  local  con- 
tributions (estimated),  $20,000. 

Nearly  three  thousand  public  meetings  are  held  annually.  Two 
hundred  thousand  circulars  are  distributed  each  year.  These 
bulletins  are  also  furnished  to  about  two  thousand  county  news- 
papers, which  often  publish  them  in  full.  It  is  estimated  that  at 
least  360,000  farmers  visit  the  demonstration  farms  annually. 
Thousands  of  prize  contests  have  been  started  in  cotton  and 
corn  production  among  farmers,  and  also  among  boys  on  the 
farms.  Great  interest  is  everywhere  manifested  in  better  prepara- 
tion of  the  soil,  implanting  selected  seed,  and  in  general  better- 
ment. 

Resume  of  the  Educational  Activities  of  the  United  States  De- 
partment of  Agriculture. 

The  United  States  Department  of  Agriculture  has  more  to  do 
with  vocational  instruction  in  this  .country  than  any  other  Federal 
agency.  Its  Office  of  Experiment  Stations  is  in  constant  rela- 
tion with  the  agricultural  colleges  and  experiment  stations  now  in 
operation  in  all  the  States  and  Territories  (the  Federal  appropria- 
tions to  the  land-grant  colleges  are  paid  through  the  Department 
of  the  Interior),  and  directly  manages  the  experiment  stations  in 
Alaska,  Hawaii,  Porto  Rico  and  Guam.  It  has  an  important 
work  in  carrying  on  investigations,  and  in  the  collection  and 
dissemination  of  information.  Over  7,000,000  farmers'  bulletins 
alone,  are  sent  out  annually.  The  co-operative  demonstration 
work  of  the  Bureau  of  Plant  Industry  has  been  referred  to  above. 
The  Forest  Service  of  the  Department  of  Agriculture  conducts 
extension  lectures  in  co-operation  with  some  of  the  colleges  and 


48 

universities.    Likewise,  the  Office  of  Public  Roads  does  extension 
work  in  the  methods  of  road-making. 

The  United  States  Department  of  Commerce  and  Labor,  i/and  Its 
Relation  to  Education. 

Thus  far,  the  United  States  Department  of  Commerce  and 
Labor  has  not  taken  as  active  an  interest  in  industrial  education 
as  the  importance  of  the  non-agricultural  industries  would  war- 
rant. Except  for  the  publication  of  reports  concerning  industrial 
schools-  (easily  the  most  comprehensive  of  any  such  documents 
hitherto  printed  by  a  Federal  department  of  the  United  States), 
the  Department  of  Commerce  and  Labor  has  not  yet  taken  up 
industrial  education  with  the  vigor  of  similar  departments  abroad, 
or  in  a  manner  comparable  to  the  efforts  of  the  Department  of 
Agriculture  (in  relation  to  the  agricultural  industry).  The  inves- 
tigation of  the  "industrial,  social,  moral,  educational,  and  phys- 
ical condition  of  women  and  child  workers  in  the  United  States/' 
conducted  by  this  department  will  doubtless  have  considerable 
bearing  on  the  problems  of  industrial  education.  The  appropria- 
tion for  this  inquiry  and  report  was  $150,000  (awarded  in  1907). 

The  -United  States  Department  of  War. 

The  War  Department  has  charge  of  the  great  technical  school 
at  West  Point,  besides  several  training  schools  of  lesser  import- 
ance. Proof  of  the  efficiency  of  the  War  Department  in  the 
domain  of  technical  education  is  found  in  the  successful  conduct 
of  the  Panama  Canal  operations  and  important  construction  work 
in  the  way  of  river  and  harbor  improvements,  all  of  which  are 
under  the  supervision  of  this  department.  The  school  system  of 
the  Philippines  is  also  under  the  control  of  the  War  Department, 
and  especial  attention  has  been  paid  to  industrial  training  in  con- 
nection therewith. 

The  Department  of  the  Navy. 

The  Navy  Department  has  charge  of  the  Naval  Academy  (with 
considerable  technical  work),  at  Annapolis,  and  superintends 
many  other  schools  for  the  training  of  officers  and  enlisted  men. 


49 
The  Treasury  Department. 

The  Treasury  Department  maintains  courses  of  instruction  for 
the  cadets  of  the  Revenue-Cutter  Service. 

The  Department  of  Justice. 

Under  this  department,  the  Reform  School  of  the  District  of 
Columbia — affording  some  industrial  training — is  listed. 

The  Department  of  the  Interior. 

The  most  important  work  in  industrial  education  that  is  per- 
formed under  the  auspices  of  the  Secretary  of  the  Interior  is  that 
of  the  Indian  schools — under  the  Commissioner  of  Indian  Affairs. 
Industrial  and  manual  training  in  the  Indian  schools  may  be 
briefly  summed  up  as  follows : 

Indian  schools  are  maintained  as  regular  public  schools  (shar- 
ing in  State  funds),  as  private  schools  (nearly  all  of  these  are 
mission,  or  denominational  schools — some  of  them  with  contracts 
from  the  government),  or  as  government  (Federal  schools).  The 
government  schools  are  of  three  (perhaps  four)  classes:  (i) 
Non-reservation  boarding  schools  (Carlisle,  Pa.,  and  Haskell 
Institute,  at  Lawrence,  Kan.,  are  the  chief  examples)  ;  (2)  reser- 
vation boarding  schools  (that  at  Fort  Totten,  N.  Dak.,  is  the 
largest)  ;  (3)  government  day  schools;  (4)  Hampton  Institute — 
a  private  corporation,  receiving  Federal  aid.  The  schools  not 
controlled  or  aided  by  the  Federal  Government  do  the  least,  on 
the  whole,  in  the  way  of  industrial  or  manual  training.  The 
government  day  schools  do  something  in  manual  training  instruc- 
tion, and  the  reservation  boarding  schools  sometimes  offer  trade 
courses.  The  highest  type  of  industrial  work  is  found  at  the 
Hampton  (Va.)  and  Carlisle  (Pa. — non-reservation)  schools. 
Most  successful,  everywhere,  has  been  the  instruction  in  agricul- 
ture, and  in  cooking,  sewing,  and  other  household  subjects,  but 
native  arts  and  crafts,  weaving,  pottery,  lace-making,  basketry, 
poultry  raising,  butter-making,  laundering,  printing,  and  bee 
4  ED 


50 

culture  are  branches  often  taught  in  the  Indian  schools.  At 
Hampton  (also  for  colored)  a  great  variety  of  trades  may  be 
found.  Carlisle  (not  far  from  Harrisburg,  Pa.)  has  students  in 
carpentry,  blacksmithing,  carriage  and  wagon  making,  coach 
painting  and  trimming,  painting,  plumbing  and  steam-fitting, 
tailoring,  harness  making,  shoemaking,  plastering,  masonry, 
bricklaying  and  cementing,  tinshop  work,  printing,  photography, 
baking,  cooking,  agriculture,  sewing,  laundering,  horticulture  and 
greenhouse  work,  poultry  raising,  and  dairying.  The  work  is 
practical.  The  fifty  boys  in  carpentry  (from  twelve  to  twenty- 
one  years  of  age),  for  example,  work  on  actual  construction  at 
the  school,  and  .on  repairing;  the  tailoring  students  make  uni- 
forms for  the  school,  also  working  clothes  and  civilian  suits.  A 
superintendent  of  Indian  schools — under  the  Commissioner  of 
Indian  Affairs,  Department  of  the  Interior,  Washington,  D.  C. — 
has  general  supervision  of  the  governmental  institutions.  The 
schools  are  found  in  a  score  of  the  States  and  Territories.  The 
annual  appropriation  of  the  Federal  Government  is  nearly 
$4,500,000. 

The  Commissioner  of  Education  for  Porto  Rico  reports  to  the 
Governor  of  the  Island,  who  transmits  the  document  to  the  Secre- 
tary of  the  Interior.  The  United  States  Commissioner  of  Educa- 
tion is  an  officer  of  the  Department  of  the  Interior.  The  Bureau 
of  Education  has  no  schools  under  its  charge,  except  the  schools 
for  the  natives  of  Alaska.  In  these,  some  manual  work  is  given, 
and  this  feature  is  being  extended.  For  some  years  the  greater 
part  of  the  entire  annual  appropriation  for  the  Bureau  of  Educa- 
tion has  gone  toward  the  reindeer  in  Alaska — for  thdt  industrial 
betterment  of  the  natives.  The  reports  of  the  Bureau  of  Educa- 
tion are  most  important  contributions  to  education. 


State  Support  to  Manual  Training. 

Very  few  States  have  provided  maintenance  from  the  State 
treasury  specifically  for  manual  training,  although  wherever  State 
school  funds  are  apportioned  for  general  school  purposes,  a  portion 
of  such  funds  may  be  used  to  defray  the  expenses  of  instruction 


in  manual  training  and  like  branches.  Under  this  arrangement 
there  is  indirect  State  support  in  nearly  all  of  the  commonwealths. 
New  Jersey,  Maryland,  Virginia,  Wisconsin  and  South  Carolina 
are  the  only  States  furnishing  direct  State  aid  for  manual  training 
( in  two  other  States  similar  provision  recently  was  allowed  to 
lapse  through  failure  to  make  appropriations).  New  Jersey  is 
most  generous  in  its  direct  provision,  $85,000  having1  been  appro- 
priated for  this  purpose  by  the  Legislature  of  1908  (in  addition  to 
the  $20,000  appropriated  for  industrial  education).  Maryland 
comes  next,  writh  a  yearly  appropriation  from,  the  State  treasury 
of  something  over  one-half  as  much.  Wisconsin  and  Virginia 
limit  the  yearly  State  appropriation  to  about  one-half  of  that  of 
Maryland.  In  South  Carolina  the  annual  expenditure  is  small. 
Sever-al  other  States  have  passed  limited  appropriations  for  the 
introduction  of  manual  training,  with  the  proviso  that  the  appro- 
priation should  go  but  once  to  a  single  school. 

The  New  Jersey  Manual  Training  Act  admits  of  an  annual 
payment  from  the  State  treasury  of  from  $250  to  $5,000  (equiv- 
alent to  the  local  appropriation,  within  these  limits)  to  any  school 
district  in  the  -State.  The  money  is  used  for  manual  training 
(not  for  industrial  training),  and  under  the  law  the  use  of  it  for 
manual  training  in  elementary  or  in  high  schools  is  not  differen- 
tiated. In  Maryland,  the  payment  on  the  part  of  the  State  is 
$1,500  yearly  to  each  school  ("large  graded  or  high  school"), 
and  only  two  such  schools  (one  for  white  and  one  for  colored) 
may  be  selected  in  each  county.  Twenty-one  of  the  twenty-three 
counties  in  the  State  have  taken  advantage  of  the  appropriation 
for  white  schools,  and  ten  counties  also  have  the  State-aided 
manual  training  schools  for  colored.  In  Virginia,  not  to  exceed 
twenty  thousand  dollars  (annually)  "shall  be  devoted  to  the 
establishments  of  departments  of  agriculture,  domestic  economy, 
and  manual  training  in  at  least  one  high  school  in  each  congres- 
sional district  of  the  State."  In  Wisconsin,  the  State  aid  for 
manual  training  is  devoted  to  high  schools — either  with  or  with- 
out grades  attached — and  the  maximum  State  appropriation  to 
each  is  $350  annually. 


52 

Mandatory  Legislation. 

The  laws  of  no  State  in  the  Union  require  manual  training  to 
be  taught  in  general  in  the  public  schools,  although  in  South 
Carolina  high  schools  receiving  State  funds  must  include  manual 
training  in  the  curriculum.  Courses  of  study  drawn  up  by  the 
State  departments  of  education  usually  include  manual  training, 
but  these  documents  are  suggestive,  rather  than  mandatory.  The 
teaching  of  agriculture  in  the  public  schools,  on  the  other  hand, 
is  prescribed  by  State  law  in  Alabama,  Georgia,  Maine,  Mary- 
land ("in  the  discretion  of  the  State  board"),  Mississippi  (the 
branches  of  study  in  which  teachers  are  required  to  be  examined 
— agriculture  is  included — constitute  the  curriculum  of  the  free 
public  schools),  North  Carolina,  Oklahoma,  South  Carolina  and 
Wisconsin.  It  is  prescribed  by  the  State  Course  of  Study  of 
Louisiana  (mandatory,  so  far  as  enforced).  Several  States  which 
have  not  made  instruction  in  agriculture  compulsory  in  the  public 
schools,  require  that  prospective  teachers  shall  be  examined  in 
agriculture,  for  certification.  There  is  constant  improvement,  but 
it  goes  without  saying  that  the  States  which  have  made  agricul- 
tural instruction  compulsory  in  the  public  schools  have  not  suc- 
ceeded in  enforcing  the  provision  everywhere,  because  of  the  lack 
of  trained  instructors,  and  the  difficulty  of  carrying  out  the  law 
to  the  letter  in  the  poorly  supervised  rural  schools.  Also,  there 
is  the  lack  of  time  in  the  rural  elementary  schools,  with  many  sub- 
jects and  classes  for  each  teacher.  The  "consolidated,"  or  town- 
ship schools,  do  better  in  respect  of  this  instruction  than  the 
smaller,  district  schools.  That  very  little  may  be  exported,  voca- 
tionally, of  agricultural  instruction  in  the  elementary  schools, 
under  ordinary  conditions,  the  experience  of  foreign  States  has 
demonstrated,  as  also  it  has  shown  that  little,  vocationally,  may 
be  looked  for  from  the  instruction  in  agricultural  high  schools, 
unless  the  latter  institutions  give  up  their  mission  as  general  pre- 
paratory schools — in  other  words,  cease  to  be  high  schools  in 
the  usual  meaning  of  the  term.  At  present,  the  vocational  second- 
ary school  for  the  agricultural  and  kindred  industries  is  the  "short 
course"  (agricultural  improvement  school).  The  ordinary  agri- 
cultural high  school  bears  the  same  relation  to  the  agricultural 


53 

industry  that  the  manual  training  high  school  bears  to  the  non- 
agricultural  industries — it  is  not  vocational. 

The  mose  complete  requirement  as  to  sub-vocational  instruc- 
tion is  found  in  the  laws  of  Oklahoma.  In  part,  it  is  as  follows : 

"The  elementary  principles  of  agriculture,  horticulture,  animal 
husbandry,  stock  feeding,  forestry,  building  country  roads,  and 
domestic  science,  including  the  elements  of  economics,  shall  be 
embraced  in  the  branches  taught  in  all  the  public  schools  of  this 
State  receiving  any  part  of  their  support  from  this  State,  and 
these  branches  shall  be  as  thoroughly  studied  and  taught  by 
•  -bscrvatinn,  practical  exercises,  and  the  use  of  text  and  reference 
KS,  and  in  the  same  manner  as  are  other  like  required  branches 
in  said  public  schools." 

State  Legislation  Concerning  Industrial  Education. 

New  Jersey,  in  1881,  and  Massachusetts,  in  1906,  enacted  pro- 
visions for  systems  of  State-aided  public  industrial  schools  (to 
include  agriculture),  under  management  separate  from  that  of 
the  ordinary  public  schools.  In  both  States  the  outcome  has  been 
very  successful.  New  Jersey  established  the  first  State  industrial 
improvement  school  in  1885.  Massachusetts  has  accomplished 
splendid  results  in  the  introduction  of  the  new  schools,  through 
its  State  Commission  on  Industrial  Education,  which  has  charge 
of  the  propaganda,  and  supervises  the  institutions.  The  national 
awakening  to  the  need  for  industrial  training  has  been  brought 
about  during  the  past  few  years  only,  and  is  chiefly  due  to  the 
facts  made  known  by  the  Douglas  (State)  Commission  on  Indus- 
trial Education,  of  Massachusetts.  New  York  is  the  third  (and 
the  only  other)  State  to  have  provided  (1908)  for  a  system  of 
industrial  schools  for  all  branches  of  industry  that  may  be 
reached  through  secondary  training.  The  schools  are  to  be 
separate  from  the  ordinary  schools,  in  organization,  but  under  the 
supervision  of  the  local  boards,  and  of  the  State  Department  of 
Education,  which,  in  New  York,  has  unique  powers.  The  ex- 
periment will  doubtless  be  advanced  to  the  point  that  some  schools 
will  receive  State  aid  in  1909-10.  A  measure  for  the  creation  of 
a  State  commission  on  industrial  education,  to  investigate  local 


54 

conditions  and  take  note  of  the  European  experience,   is  now 
before  the  New  York  Legislature. 

The  Connecticut  law,  of  1907,  providing  for  a  State-aided 
system  of  trade  schools,  was  likewise  enacted  without  a  thor- 
ough-going preliminary  investigation — hence  is  unsatisfactory, 
and  no  schools  have  been  established  under  it.  The  Wisconsin 
law,  of  1907,  was  passed  in  order  to  permit  the  Milwaukee  School 
Board  to  take  over  a  private  trade  school,  and  no  progress  has 
been  made  under  it  in  other  towns.  It  does  not  provide  for  State 
aid,  but  authorizes  a  local  tax  (not  to  exceed  one-half  mill  on 
assessed  valuation). 

District  and  County  Agricultural  Schools,  and  Agricultural  High 

Schools. 

In  Georgia  and  Alabama,  a  State-aided  district  agricultural 
school  is  provided  for  each  Congressional  district.  In  Oklahoma, 
the  Supreme  Court  judicial  district  is  taken  as  the  territorial 
unit  for  the  establishment  of  these  institutions.  The  thriving, 
district  agricultural  schools  of  Georgia  may  be  classed  under  the 
head  of  industrial  schools,  whereas  the  district  agricultural 
schools  of  Alabama  partake  more  of  the  character  of  agricultural 
high  schools,  hence  are  more  academic  in  their  tendencies..  How- 
ever, it  is  found  to  be  possible  for  the  agricultural  high  schools  to 
conduct  vocational  short  courses,  either  alone  or  in  co-operation 
with  the  agricultural  and  mechanical  colleges.  Under  the  terms 
of  the  enactment  creating  them,  the  district  agricultural  schools 
of  Oklahoma  tend  to  be  agricultural  high  schools,  sin^p  the  law 
requires  "a  district  agricultural  school  of  secondary  grade  for 
instruction  in  agriculture  and  mechanics  and  allied  branches  and 
domestic  science  and  economics,  with  courses  of  instruction  lead- 
ing to  the  Agricultural  and  Mechanical  College  and  the  State 
Normals"  to  be  established  in  each  of  the  Supreme  Court  judicial 
districts  (there  are  five  such  dictricts  in  the  State).  At  least 
two  such  schools  are  to  be  organized  every  two  years — begin- 
ning July  i,  1908 — until  all  the  districts  are  supplied.  Eighty 
acres  of  land  must  be  deeded  (locally)  in  perpetuity,  for  each 
school,  and  without  cost  to  the  State.  The  district  agricultural 


55 

schools  of  Oklahoma  are  under  the  control  and  supervision  of  the 
State  Commission   for  Agricultural  and  Industrial   Education. 
The  Georgia  schools  are  under  separate  and  independent  boards, 
•appointed  by  the  Governor  of  the  State. 

Wisconsin  was  the  first  State  to  found  county  "schools  of 
agriculture  and  domestic  economy" — since  projected  in  Michi- 
gan, Minnesota  and  other  States.  Hon.  L.  D.  Harvey,  whose 
influence  for  the  improvement  of  educational  conditions  is  worthy 
of  especial  note,  was  the  commissioner  who  recommended  the 
plan  for  Wisconsin.  At  Wausau,  Marathon  county  established 
the  first,  opened  in  1902.  At  the  outset  the  State  aid  was  one- 
half  the  annual  maintenance,  but  not  to  exceed  $2,500  yearly  to 
each  of  the  two  schools  authorized.  The  law  was  soon  amended 
so  that  the  State  aid  should  be  two-thirds  of  the  annual  cost  of 
maintenance,  but  not  to  exceed  $4,000  per  annum  from  the  State 
treasury  to  each  institution.  The  number  of  schools  authorized 
has  been  increased,  gradually,  to  eight.  Four  of  these  are  in 
active  operation — at  Menomonie,  Dunn  county;  Wausau,  Mara- 
thon county;  Marinette,  Marinette  county,  and  Winneconnee, 
Winnebago  county.  A  fifth,  located  at  Onalaska,  La  Crosse 
county,  will  be  opened  next  September.  Each  of  the  schools  re- 
ceives a  maximum  appropriation  allowed  by  the  State.  (For 
further  information  and  a  specimen  course  of  study,  see  para- 
graph headed  "Wisconsin,''  below).  The  Beaverhead  County 
High  School,  at  Dillon,  Montana,  presents  an  interesting  illus- 
tration of  a  somewhat  different  type  of  institution.  Here,  as  is 
usual  in  the  county  agricultural  high  schools,  a  four-years'  course 
in  agriculture  replaces  the  shorter  course  of  the  Wisconsin 
county  schools,  and  the  entrance  requirements  are  more  rigid. 
Of  the  agricultural  high  school  in  general,  it  may  be  said: 
( I )  The  masses  of  individuals  in  rural  communities  drop  out  of 
the  elementary  schools  before  they  reach  the  standard  required 
for  admission  to  it,  and  (2)  whenever  further  education,  along 
vocational  lines,  is  required  by  such  individuals,  the  shorter 
course  institution  is  the  one  which  more  nearly  suits  the  needs 
of  the  majority. 


56 
Industrial  Improvement  Schools. 

As  the  type  of  school  which  inevitably  must  reach  the  greater 
number  of  those  who  are  to  have  industrial-vocational  training, 
the  industrial  school  has  thrived,  during  the  past  few  years,  as 
no  other  variety  of  institution  for  industrial  instruction.  The 
expansion  of  the  industrial  improvement  schools  will  eventually 
make  it  possible,  also,  for  the  courses  to  be  organized  and  differ- 
entiated to  meet  the  new  demands.  That  is,  when  industrial 
drawing  is  taught,  the  instructor  must  have  in  mind  the  specific 
industry  or  occupation  for  which  preparation  is  required,  and  the 
students  must  be  grouped  by  trades;  the  mathematics  must  be 
organized  for  each  trade,  so  far  as  possible,  and  similarly  in  the 
case  of  other  subjects.  Moreover,  the  instruction  must  be 
brought  within  the  grasp  of  any  and  all  who  have  passed  beyond 
the  compulsory  attendance  age  of  the  public  schools,  no  matter 
what  the  the  previous  training  has  been.  Suitable  texts,  and 
properly  trained  instructors  are  needed,  and  since  the  demand 
on  the  part  of  those  at  work  in  the  industries  is  insistent,  doubt- 
less they  will  be  provided,  eventually. 

Under  the  term  "industrial  improvement  schools"  the  "agri- 
cultural improvement  schools"  might  be  included — since  agricul- 
ture is  an  important  industry — but  the  types  are  so  distinct  and 
separate  that  the  designation  "agricultural  improvement  school" 
is  employed  with  reference  to  the  rural  industries,  for  greater 
clearness.  The  agricultural  improvement  schools  of  the  country 
have  been  mentioned,  briefly,  in  the  foregoing  pages.  .The  in- 
dustrial improvement  schools  of  America  are  typified  by  me  even- 
ing work  of  the  New  Jersey  State  Industrial  Improvement 
Schools  at  Newark,  Trenton  and  Hoboken;  by  the  Franklin 
Union,  of  Boston;  by  the  Mechanics'  Institute,  of  New  York 
City;  by  the  evening  courses  given  under  the  auspices  of  Shef- 
field Scientific  School  (Yale  University)  to>  the  working-men  of 
New  Haven,  Connecticut;  by  the  similar  courses  conducted  at 
Sparks,  Nevada,  by  the  University  of  Nevada;  by  the  instruc- 
tion given,  in  day  or  evening  courses  of  one  to  three  hours'  dura- 
tion, to  the  apprentices  (and  sometimes  older  employes)  of  sev- 


57 

eral  railroads,  and  to  the  workers  in  several  manufacturing  es- 
tablishments, and  by  the  purely  industrial  courses  (omitting  all 
trade  courses,  such  as  practical  plumbing,  bricklaying,  etc.),  con- 
ducted in  many  cities  by  the  Young  Men's  Christian  Associations, 
and,  in  some  instances,  by  the  Young  Women's  Christian  Asso- 
ciation. Furthermore,  such  institutions  as  Pratt  Institute,  of 
Brooklyn,  and  Cooper  Union,  in  Manhattan  (New  York  City), 
are,  to  a  large  extent,  industrial  improvement  schools,  although 
Pratt  Institute,  for  instance,  has  a  variety  of  other  departments 
which  are  not  at  all  of  the  industrial  improvement  order,  such 
as  trade-school  divisions,  purely  academic  departments,  sections 
for  the  training  of  teachers,  fine  arts  instruction,  manual  train- 
ing and  domestic  science.  Cooper  Union,  also,  has  very  large 
sections  which  are  not  of  the  industrial  improvement  classifica- 
tion. The  evening  classes  at  Hampton,  Tuskegee,  and  several 
other  institutions  for  industrial  training  are  entered  more  by 
those  who  take  only  the  industrial  improvement  courses  than  by 
those  who  enroll  for  the  trade  courses. 

The  work  of  the  Springfield  (Mass.)  Evening  School  of 
Trades  entitles  it  to  be  called  an  industrial  improvement  school 
quite  as.  much  as  a  trade  school  (or,  rather,  it  is  an  industrial 
school  with  a  trade  department  and  an  industrial  improvement 
section),  since  the  number  of  individuals  who  go  in  solely  for 
the  industrial  improvement  work  (i.  e.,  mechanical  drawing, 
industrial  mathematics,  etc.)  is  about  equal  to  the  number  in  the 
trade-school  sections  (i.  e.,  plumbing,  etc.).  The  same  is  true  of 
several  other  institutions,  which  are  termed  "trade  schools." 
Looseness  in  terminology  is  encouraged,  likewise,  when  manual 
training  high  schools  are  designated  "technical  high"  schools,  or 
"mechanic  arts"  high  schools,  and  sometimes  even  "industrial" 
high  schools. 

Trade  Schools. 

The  trade  school  is  typified  by  the  New  York  Trade  School, 
the  Williamson  Free  School  of  Mechanical  Trades,  the  principal 
trade  schools  of  Winona  Technical  Institute,  the  Baron  de 
Hirsch  Trade  School,  the  trade-school  departments  of  the  Fed- 


58 

eral-aided  institutions  for  members  of  the  colored  race,  sections 
of  the  Carlisle  and  Tuskegee  Schools,  the  trade  departments 
(printing,  etc.)  in  some  of  the  Christian  Association  build- 
ings, the  School  of  Printing  of  the  North  End  Union,  at  Boston ; 
sections  of  the  Hebrew  Technical  School  for  Girls,  departments 
of  Lewis  and  Pratt  Institutes,  the  Boston  and  Manhattan  Trade 
School  for  Girls,  the  plumbing  course  in  the  New  Jersey  Indus- 
trial Improvement  School,  at  Newark,  and  some  evening  courses 
given  in  connection  with  the  schools  of  New  York  City.  No 
trade  schools  have  been  established  by  the  States,  although  State- 
aided  schools  (especially  land-grant  schools  in  the  south)  some- 
times have  trade  departments.  Municipalities  have  made  very 
little  progress  in  the  establishment  of  trade  schools,  nor  are  they 
likely  to  move  rapidly  in  this  direction,  if  we  may  judge  from 
the  experience  of  the  cities  of  Wisconsin,  Massachusetts,  New- 
York  and  other  States.  The  Industrial  Improvement  School,  on 
the  other  hand,  has  already  obtained  a  substantial  foothold  in 
nearly  every  State  of  the  Union,  and  during  the  past  five  years 
it  has  made  greater  progress  in  America,  far  and  away,  than  any 
other  type  of  industrial  school. 

Mixed  and  Intermediate  Types. 

All  important  agencies  for  industrial  training  found  in  the 
United  States  are  briefly  noted  below,  under  the  heads  of  the 
several  States.  This  results  in  the  inclusion  of  a  number  of  in- 
stitutions of  mixed  types,  like  the  Drexel  Institute,  and  several 
other  institutes  (the  Mechanics  Institutes  are  wont  to  be^ndus- 
trial  Improvement  Schools),  the  Hebrew  Technical  School  for 
Girls,  Cooper  Union  and  the  George,  Jr.,  Republic.  Technica, 
like  the  Massachusetts  textile  schools,  are  naturally  included, 
and  intermediate  technological  schools,  as  well  as  the  higher 
engineering  institutions. 

Advance  Pages. 

A  special  report  on  manual  training,  domestic  science,  and 
kindred  branches  in  State  normal  schools,  to  be  issued  later,  under 


59 

the  auspices  of  the  Seminary  in  Industrial  Educational  of  the 
School  of  Pedagogy,  Xe\v  York  University,  has  been  laid  before 
the  Commission,  in  substance,  as  has  also  the  material  to  be  in- 
corporated into  a  description  and  analysis  of  the  work  of  the 
Young  Men's  Christian  Associations  in  the  field  of  industrial 
education — to  be  published  by  the  same  agency.  The  former 
shows  in  detail  the  facilities  afforded  by  the  State  normal  schools 
for  the  training  of  teachers  of  the  sub-industrial  branches,  and 
leaves  no  doubt  that  all  well-equipped  normal  schools  give  particu- 
lar attention  to  this  work ;  the  latter  reports  describe  the  interest- 
ing pioneering  achievements  of  the  associations  in  the  province 
of  industrial  training.  On  the  North  American  continent,  up  to 
the  month  of  February,  1909,  there  were  14,965  students  en- 
rolled in  the  Young  Men's  Christian  Association  evening  classes 
in  mechanical  and  architectural  drawing,  design,  industrial  chem- 
istry and  physics,  electricity,  manual  training  for  boys,  engineer- 
ing, automobile  operation  and  construction,  carpentry  and  pat- 
tern work,  forging  and  tool  making,  machine  shop  practice,  plan 
reading  and  estimating,  plumbing  and  surveying,  printing, 
jewelry  design,  navigation,  shoe -pattern  making,  and  other  in- 
dustrial branches.  Seven  hundred  and  thirty-one  instructors  are 
employed  to  teach  these  classes — which  are  mostly  of  the  indus- 
trial improvement  order,  with  a  few  trade  courses.  In  New 
York  city,  the  Young  Men's  Christian  Association  industrial 
education  departments  enrolled  946  students  in  the  industrial  im- 
provement and  trade  divisions,  as  follows :  mechanical  drawing, 
85;  plan  reading  and  estimating,  66;  structural  engineering,  25; 
preparatory  engineering  and  drafting,  18;  automobile  school, 
455;  motor' boating,  23;  decorative  design,  15;  theory  and  prac- 
tice of  furnishing  and  decorating,  50;  chemistry  of  fuels,  paper 
making  and  leather  making,  12;  plumbing,  14;  steam  engineer- 
ing, 19;  textiles,  21  ;  piano  designing,  26;  course  for  janitors  and 
superintendents,  27;  industrial  design,  6;  electricity,  65;  sign 
painting  and  lettering,  5 ;  ornamental  iron  drafting,  14.  The 
general  rule  is  to  have  not  more  than  fifteen  pupils  for  each 
instructor. 


6o 

Correspondence  Schools. 

The  past  few  years  have  witnessed  a  notable  advance  in  the 
organization  of  correspondence  courses  in  industrial  branches  by 
great  private  endowed  institutions  like  the  University  of  Chicago, 
by  great  State  universities  like  that  of  Wisconsin,  and  by  land 
grant  colleges,  such  as  the  Oklahoma  Agricultural  and  Mechan- 
ical College,  at  Stillwater,  to  say  nothing  of  other  types  of 
schools.  Although  there  is  ever  the  opportunity  for  the  diligent 
and  adaptable  student  to^  get  much  of  the  instruction  he  needs 
through  the  medium  of  the  correspondence  school,  the  absence 
of  the  stimulating  personal  and  social  influence  of  the  instructor 
and  the  class  have  proven  stumbling  blocks  to  many  who  have 
undertaken  correspondence  courses.  This  difficulty  several  of 
the  newer  schools  are  seeking  to  remove  by  sending  instructors 
to  meet  some  of  the  larger  groups,  occasionally,  and  the  old-line 
correspondence  schools  are  also  adopting  this  plan  to  some  extent. 

The  Cost  of  Instruction. 

In  the  following  pages,  as  elsewhere  in  the  report,  the  cost  of 
instruction  is  frequently  mentioned.  By  this  term,  the  annual 
cost  per  student  (to  the  board  of  trustees)  is  meant,  and  unless 
otherwise  specified,  not  only  salaries  of  instructors  and  other 
maintenance  is  taken  into  account,  but  also  the  interest  (at  4  per 
cent.)  on  the  plant,  with  a  similar  reckoning  for  depreciation,  in 
fact  every  item  which  would  be  considered  by  a  thorough  business 
man  in  relation  to  his  own  affairs.  The  cost  of  instruction  has 
been  obtained  from  the  full  data  furnished  by  the  institutions 
concerned,  unless  otherwise  specified. 

The  Dropping-Out  of  School. 

A  very  careful  investigation  conducted  by  the  Commission  in 
cities  of  the  United  States  having  manual  training  high  schools 
(technical  high  schools,  mechanic  arts  high  schools,  etc.)  shows 
that  the  percentage  of  permanent  withdrawals  from  the  various 


6i 

grades  or  classes  of  these  institutions  is  considerably  greater  than 
the  percentage  of  withdrawals  from  the  ordinary  high  schools. 

Abbreviations. 

The  abbreviations  employed  throughout  the  succeeding  pages 
are  to  be  interpreted  as  follows :  L=value  of  land ;  B=value  of 
building(s)  ;  M=annual  maintenance;  F— number  in  the  fac- 
ulty; S=number  of  students  enrolled;  H.  S.=high  school;  M.  t. 
=manual  training;  Ent.  req.— entrance  requirements;  Coed.— 
co-educational ;  Com.=commercial ;  Inst.=instruction. 

ALABAMA. 

Manual  Training  and  Industrial  Education. — Xo  State  pro- 
vision, other  than  noted  below.  The  larger  cities  and  several  of 
the  smaller  towns  have  introduced  manual  training. 

Agriculture  in  Public  Schools. — "Instruction  shall  be  given  in 
the  elementary  principles  of  agriculture,  and  said  subject  shall  be 
taught  as  regularly  as  other  branches  are  taught  in  said  schools, 
by  the  use  of  a  text-book  in  the  hands  of  the  pupil,  and  such 
instruction  shall  be  given  in  all  the  public  schools  of  the  State." 
(Sec.  1747  of  School  Laws.) 

District  Agricultural  Schools  (cp.  Georgia). — Alabama  has  an 
agricultural  school  in  each  of  the  nine  congressional  districts. 
The  State  appropriates  $4,500  annually  for  each  institution. 
Small  local  appropriations  also.  These  schools  usually  are  con- 
nected writh  local  high  schools,  and  are  attended  chiefly  by  those 
from  the  neighborhood.  Work  is  begun  at  what  is  commonly 
known  as  the  seventh  grade.  About  1,600  students  are  enrolled 
in  the  nine  schools.  Average,  five  instructors  per  school  M., 
something  above  $100  per  pupil  annually.  Schools  located  at 
Abbeville,  Albertville,  Athens,  Blountsville,  Evergreen,  Hamil- 
ton, Jackson,  Wetumpka  and  Sylacauga.  Wetumpka  statistics : 
M..  State  $4,500;  from  general  school  fund  $2,800;  from  ma- 
triculations $1,700.  L.  +  B.,  $55,000:  E.,  $5.000.  S.,  in  H.  S. 
108;  in  preparatory  department,  192 ;  special  S.,  32.  Fees :  grades 


62 

7  to  10,  $9  per  year.  H.  S.  course,  four  years.  "We  have  our 
experiment  station  and  demonstration  farm  in  good  working; 
order.  We  have  done  something  in  domestic  science,  but  lack  of 
means  is  retarding  this  work.  We  want  to  introduce  manual 
training  as  soon  as  \ve  can  see  our  way  clear  to  do  so."  (Presi- 
dent Leonard  L.  Vann,  in  a  letter  to  the  Commission.) 

State  Schools. — The  State  provides  for  the  following  institu- 
tions: (i)  The  University  of  Alabama,  at  University  (F.,  46; 
S.,  471),  offers  engineering  courses.  (2)  The  Alabama  Poly- 
technic Institute  ( State  Agricultural  and  Mechanical  College,  for 
whites),  at  Auburn.  F.,  53;  S.,  565.  (3)  The  Alabama  Girls' 
Industrial  School  (for  whites — not  a  reformatory),  at  Monte- 
vallo.  F.,  40;  S.,  319.  Has  $400,000  invested  in  land  and  build- 
ings. M.,  $40,000.  Usual  course,  4  years.  Entrance  same  as  for 
H.  S.  English,  scientific  and  classical  courses.  Forty-eight  units 
in  technical  and  eighty  in  literary  departments  required  during 
four-years  course.  Four  years  of  Latin  in  classical  course,  and 
two*  years  in  scientific  course.  "Technical  units"  to  be  selected 
from  business  subjects,  or  cooking,  sewing,  millinery,  freehand 
or  industrial  drawing,  and  agriculture  (for  teachers).  Board  and 
fees,  $106  for  entire  session  (September  16 — May  18).  (4)  The 
Agricultural  and  Mechanical  College  for  Negroes,  at  Normal 
(H.,  40;  S.,  270)  now  receives  $4,000  annually  from  the  State, 
and  $11,000  from  the  Federal  Government  (agricultural  grants). 
Trades  (16)  are  taught.  Student  labor  was  employed  in  con- 
struction of  the  Carnegie  Library  and  several  other  buildings  of 
the  institution.  (5)  The  Preparatory  School  of  Mines  of  the 
University  of  Alabama  (for  whites),  to  be  located  at  Tusciloosa. 
(6)  The  State  Normals  at  Troy,  Florence  and  Jacksonville,  for 
whites,  and  at  Montgomery  and  Tuskegee  (branch  of  the  Insti- 
tute), for  negroes,  have  manual  training  departments,  and  in 
some  cases  include  industrial  courses.  (7)  The  School  for  the 
Deaf,  Dumb  and  Blind,  at  Talladega,  and  the  Reformatory  and 
industrial  School  for  Boys,  at  East  Lake,  also  furnish  manual 
instruction. 

Private  Foundations. —  (i)  (The  Tuskegee  Normal  and  Indus- 
trial Institute  (for  colored),  at  Tuskegee  enrolled  1,621  (1,085 
male;  536  female)  during  the  past  year.  Average  attendance, 


63 

i  .400.  Also,  400  enrolled  in  the  winter  Short  Course  in  Agri- 
culture, and  144  children  in  the  Training  School.  38  states  and 
foreign  countries  represented.  Average  age,  i8*/2  ;  none  ad- 
mitted under  14.  no  diplomas  and  industrial  or  trade  certifi- 
cates granted  at  close  of  year  1908.  166  instructors  and  helpers 
in  school  (all  colored).  Institution  almost  continuously  in  ses- 
sion. Non-sectarian.  Endowment,  $1,513,440.  Current  ex- 
penses, ioo7-'o8,  $252,707.  The  State  appropriates  $4,500  an-1 
nually  toward  the  normal  training  department.  In  1899  Congress 
granted  25,000  acres  of  mineral  lands  to  Tuskegee.  Admis- 
sion requirements :  ability  to  read  and  write,  and  to  do  problems 
of  arithmetic  through  division.  Academic,  military,  normal  and 
Bible  training  departments,  school  for  nurses,  numerous  industrial 
and  trades  courses  (for  either  sex),  including  practical  agriculture 
and  farm  industries.  Both  day  and  night  schools.  Students  may 
pay  a  portion  of  their  expenses  in  labor.  Cost  of  table  board, 
$1.19  per  week.  Since  Tuskegee  was  founded  in  1881,  more  than 
6,000  men  and  women,  who  have  finished  a  full  or  partial  course, 
have  been  sent  out  from  the  Institute  as  teachers  or  industrial 
workers.  (2)  Smaller  industrial  schools  (or  schools  offering 
industrial  training)  for  members  of  the  colored  race  are:  (a) 
Kowaliga  Institute  (F.,  u;  S.,  290),  at  Kowaliga;  (&)  Mt. 
Meigs  Colored  Industrial  Institute  (F.,  7;  S.,  325),  at  Waugh; 
(c)  Talladega  College  (F.,  31;  S.,  600),  Talladega;  (d)  Cor- 
ona Industrial  Institute  (see  below)  ;  (e)  Stillman  Institute  (F., 
2;  S.,  50),  Tuscaloosa;  (/)  Snow  Hill  Normal  and  Industrial 
Institute  (F.,  20;  S.,  280),  Snow  Hill;  (g)  Calhoun  Colored 
School  (see  below). 

Corona  Industrial  Institute  (for  colored).  In  mining  district. 
M.,  $3,700  (county  gives  $700).  F.,  10;  S.,  267.  Day  and  night 
school.  Industries  for  boys :  mining,  carpentry,  wheelwrighting, 
blacksmithing,  agriculture ;  for  girls :  plain  sewing,  dressmaking, 
cooking,  truck  gardening.  Girls  pay  $5  per  month  for  board  and 
Si  per  month  for  tuition;  boys,  $6.50  and  $i. 

Calhoun  Colored  School,  Calhoun. — "A  school  and  social  set- 
tlement in  the  blackest  cotton-belt  county  (Lowndes)  of  Ala- 
bama/' Blacks  in  county,  7  to  every  i  white;  in  towns,  27  to  i. 
"A  one-room  cabin  and  crop-mortgage  region/'  S.,  300,  aver- 


64 

age.  Fifty  boarding  students  (32  of  these  work  during  day  and 
attend  night  school).  F.,  7  white;  6  colored.  Kindergarten  and 
common  school  course.  Also  industrial,  agriculture  and  domestic 
training. 

Southern  Industrial  Institute  (for  whites),  Camp  Hill.  F., 
ii.  S.,  100.  M.,  $9,000.  Tuition,  $20  per  year.  Day  and 
night  school.  Industries  taught :  agriculture,  dairying,  elemen- 
tary forestry,  saw-milling  and  carpentry,  brickmaking,  cooking, 
sewing  and  laundering.  Students  may  work  their  way. 

ARIZONA. 

Agricultural  Instruction  and  Industrial  Schools. — The  laws  of 
the  territory  contain  no*  important  popular  provisions  in  this  re- 
gard. 

''Industrial  Drawing  must  be  taught  in  all  schools"  (teach- 
ers?). 

Manual  Training  and  Domestic  Science. — Sbhool  districts  may 
provide  courses  in  these  subjects,  ''provided,  that  such  subjects 
can  be  pursued  without  excluding  or  neglecting  the  subjects  pre- 
viously provided  for  by  law."  Boards  in  districts  having  200 
children  O'f  school  age  may  provide  special  teacher  or  teachers 
of  manual  training  or  domestic  science.  Courses  in  manual 
training  or  domestic  science  must  be  approved  by  Territorial 
Board  of  Education.  This  board  issues  special  licenses  to  teach- 
ers of  these  subjects.  In  1906— '07  five  such  certificates  were  is- 
sued ;  none  during  the  year  previous. 

The  University  of  Arizona  (at  Tucson)  includes  a  College  of 
Agriculture  and  Mechanical  Arts  (and  an  Agricultural  Experi- 
ment Station).  These  receive  the  grants  for  agriculture  from 
the  Federal  Government.  It  also  has  a  School  of  Mines.  Uni- 
versity M. :  from  United  States,  $59,000;  State,  $33,000;  stu- 
dent fees,  etc.,  $19,000.  F.,  44;  S.  :  College,  70;  Preparatory 
School,  167.  Manual  training  and  mechanical  drawing  are 
taught  in  the  Preparatory  School. 

An  Industrial  Reform  School  is  maintained  by  the  Territory 
at  Benson. 

In  Indian  Schools  industrial  o<r  manual  training  is  given. 


6.S 

ARKANSAS. 

Manual  Training  and  Industrial  Education. — Very  little  State 
legislation  pertaining  to  these  subjects  has  been  enacted,  except 
as  given  below.  No  State  aid  for  these  subjects  in  the  common 
schools.  Several  cities  have  introduced  manual  training,  never- 
theless. 

Agriculture  in  the  Public  Schools. — School  directors  are  au- 
thorized to  "cause  to  be  used  and  taught,  when  in  their  judgment 
they  see  fit;  an  elementary  text-book  on  the  subject  of  agriculture 
in  their  respective  districts  in  the  common  schools  of  this  State. 
Said  text-book  to  be  used  as  a  part  of  the  course  in  reading,  or  as 
a  supplementary  reader."  (Act  approved  May  2Qth,  1907.) 

The  State  University,  at  Fayetteville,  receives  eight-elevenths 
of  the  federal  appropriations  to  the  State  for  agriculture  and  the 
mechanic  arts.  It  also  has  a  United  States  Experiment  Station. 
One  thousand  one  hundred  and  fifty-five  students  were  enrolled 
at  Fayetteville  in  1907-' 08;  also,  175  students  were  in  the  Med- 
ical School  of  the  University  (at  Little  Rock),  55  in  the  Law 
School  (at  Little  Rock)  and  340  in  the  Branch  Normal  Col- 
lege (for  colored),  at  Pine  Bluff.  The  Branch  Normal  Col- 
lege receives  three-elevenths  of  the  federal  grants.  Industrial 
training  is  given  in  this  institution  also. 

Only  recently  has  Arkansas  begun  to  establish  normal  schools 
(offering  manual  training)  for  white  students. 

Private  industrial  institutes  for  members  of  the  colored  race 
are  located  at  Cotton  Plant,  Little  Rock  and  Pine  Bluff. 

Industrial  training  is  a  feature  of  the  Deaf-Mute  Institute, 
maintained  by  the  State,  at  Little  Rock. 

CALIFORNIA. 

Manual  Training  and  Domestic  Science  in  Public  Schools. — 
"When  competent  teachers  thereof  can  be  secured  and  there  are 
sufficient  funds  in  the  district  to  pay  their  salaries,  manual  train- 
ing and  domestic  science  must  be  taught."  (Par.  in  sec.  1665 
of  School  Laws,  enacted  1907.) 


66 

State  Schools. — The  University  of  California,  at  Berkeley, 
offers  higher  technical  training  (as  does  the  privately-endowed 
Leland  Stanford,  Jr.,  University),  and  receives  the  federal  ap- 
propriation for  agriculture.  The  five  State  Normal  Schools,  at 
San  Jose,  Los  Angeles,  Chico1,  San  Diego>  and  Sail  Francisco, 
furnish  manual  training  courses.  The  State  schools  of  a  reform- 
atory nature,  at  Whittier  and  lone,  give  industrial  training. 
Likewise,  the  Institution  for  the  Deaf  and  Blind,  at  Berkeley. 
Ait  San  Luis  Obispo  is  the  California  Polytechnic  School,  a  sec- 
ondary industrial  school  established  by  the  State  (Act  of  Legis- 
lature of  1901).  cp.  secondary  State  industrial  schools  of  New 
Jersey,  under  law  of  1881).  "The  purpose  of  the  school  is  to 
furnish  to  young  people  of  both  sexes  mental  and  manual  train- 
ing in  the  arts  and  sciences,  including  agriculture,  mechanics,  en- 
gineering (sic!),  business  methods,  domestic  economy  and  such 
other  branches  as  will  fit  the  student  for  the  non-professional 
walks  of  life"  (Act  of  1901).  Coeducational .  Entrance  re- 
quirements: Completion  of  grammar  school  (or  equivalent). 
Minimum  age,  15.  Three  courses,  each  three  years  in  duration. 
S. :  Agriculture,  39;  mechanics,  66;  household  arts,  35 ;  special,  i. 
Time  about  equally  divided  between  classroom  and  shop.  No 
tuition.  Students  pay  for  materials  used.  The  State  has  ex- 
pended $396,000  upon  this  school  (1901-1909).  L.  +  B., 
$150,000.  Equipment,  $50,000.  M.  (1908),  $41,000.  F.,  16. 
Board  of  Trustees  appointed  by  the  Governor. 

Private  Foundations. — Throop  Polytechnic  Institute.  Pasa- 
dena. Founded  1891,  by  Amos  G.  Throop.  The  Institute  com- 
prises three  schools — college,  normal  school  and  academy.  Co- 
ed. Entrance  requirements :  for  college  and  normal  school,  H. 
S.  graduation;  for  academy,  grammar  school  graduation. 
Academy  offers  4  years  course,  mainly  elective,  with  wide  choice 
of  industrial  or  commercial  as  well  as  general  subjects.  Normal 
school  gives  2  years  course  in  (a)  manual  training  for  elementary 
schools;  (b)  for  secondary  schools;  (c)  domestic  economy;  (d) 
fine  arts.  Civil,  mechanical  and  electrical  engineering  courses 
(4  years)  offered  in  college  department.  Endowment,  $200,000. 
L.  +  B.,  $175,000.  Equipment,  $35,000.  M.,  $65,000.  S. : 


College,    36;    Normal,    42;    Academy,    256;    Commercial,    22; 
Special,  51. 

The  iniinerding  School  of  Industrial  Arts  for  Boys  (founded 
by  J.  C.  Wilmerding),  and  the  California  School  of  Mechanical 
Arts  (founded  by  James  Lick)  are  located  on  neighboring  sites 
at  San  Francisco.  The  two  institutions  co-operate,  the  Director 
of  the  former  being  at  the  same  time  the  Principal  of  the  latter. 
The  California  School  was  opened  in  1895,  the  Wilmerding 
School  in  1900.  C.  S.  is  co-educational.  The  Lick  School  is 
devoted  mainly  to  the  machinery  trades.  Wilmerding  School 
teaches  the  building  trades.  Students  may  work  in  both  schools 
during  the  same  term.  Ordinarily  eighth-grade  graduation  is 
required  for  admission  to  either.  No  tuition,  but  students  pay 
for  books,  etc.,  and  for  actual  cost  of  working  materials. 
Courses  in  the  California  School  are  four  years  in  length,  com- 
prising a  preliminary  manual  training  course  of  two  years,  merg- 
ing into  a  trades  or  technical  course  of  two  years  duration,  to  be 
chosen  from  the  following:  (i)  Patternmaking ;  (2)  Forge- 
work;  (3)  Molding;  (4)  Machine-shop  Practice;  (5)  Machine 
Drawing;  (6)  Industrial  Chemistry;  (7)  Industrial  Art;  (8) 
Domestic  Science;  (9)  Dressmaking;  (10)  Millinery;  (n)  Pre- 
paratory for  Technical  College  Course;  (12)  Polytechnic  Course. 
S.  in  C.  S. :  girls,  125 ;  boys,  375 ;  F.,  18.  Self-perpetuating 
board  of  trustees.  Endowment,  $540,000;  L.  +  B.,  $110,000; 
Equipment,  $40,000;  M.,  $33.000  (interest  on  investments, 
$27,000;  payments  by  students  for  materials,  $4,500;  sales  of 
manufactured  articles,  $1,500).  Wilmerding  School  is  gov- 
erned by  a  committee  of  the  Regents  of  the  University  of  Cali- 
fornia. Boys  who  have  finished  only  the  seventh  grade  are  ad- 
mitted if  over  16  years  of  age.  A  four-years  course.  During 
the  first  two  years  time  divided  equally  between  shop  and  class- 
room. Apprenticeship  may  be  begun  at  outset,  or  not  later  than 
at  end  of  two  years.  Carpentry,  plumbing,  cabinetmaking,  elec- 
trical work,  bricklaying,  blacksmithing,  industrial  art  and  archi- 
tectural drawing  are  the  subjects  for  specialization.  Students 
graduate  as  journeymen.  Student  labor  is  employed  in  erection 
of  new  buildings.  F.,  13;  S.,  263.  Endowment,  $400,000.  L.  + 
B.,  $80,000.  Equipment,  $20,000.  Income:  from  investments, 


68 

$25,000;  from  sales  of  manufactured  articles,  $1,000.  Mr.  Geo. 
A.  Merrill,  the  head  of  the  above  schools,  writes  the  Commission : 
"It  is  a  mistake  to  try  to  teach  trades  proper  to  boys  just  out  of 
the  grammar  school." 

Cogswell  Polytechnical  College,  San  Francisco. — This  institu- 
tion is  of  secondary  grade,  and  not  collegiate  as  the  name  sug- 
gests. Ent.  req.,  completion  of  the  eighth  grade.  Course,  four 
years  in  duration.  Co-ed.  S.,  220;  F.,  7.  Endowment,  $i,- 
500,000.  B.,  $125,000.  L.  (school  site  and  playground). 
$50,000.  Equipment,  $30,000.  M.,  $25,000. 

The  Polytechnic  College  of  Engineering,  at  Oakland,  offers 
courses  (two  years,  throughout  the  entire  year)  in  engineering 
and  architecture.  Support  is  entirely  from  tuition  fees.  The 
school,  admits  those  who  have  completed  the  eighth  grade  of  the 
public  schools,  and  shortens  the  engineering  courses  by  the  omis- 
sion of  "modern  languages  and  the  so-called  culture  studies." 

Manual  Training  Schools,  under  Boards  of  Education. 

The  Manual  Training  and  Commercial  H.  S.,  of  Oakland,  was 
organized  twelve  years  ago,  and  has  grown  steadily.  Co-edu- 
cation. S.,  1 60  in  Manual  Training  Department  and  342  in 
Commercial  section.  Grammar  school  preparation  required  for 
entrance.  Commercial  course,  2  years ;  manual  training,  4  years. 
Tuition  free  to  residents  of  Oakland.  M.,  $60. 

The  Polytechnic  H.  S.,  of  San  Francisco. — A  4-year  course. 
Three  hundred  and  fifty  pupils  enrolled.  Building  destroyed  by 
fire  in  1906.  Will  have  new  edifice. 

The  Anna  S.  C.  Blake  Manual  Training  School,  of  Santa  Bar- 
bara. Established  1891  and  deeded  to  city  by  founder  1899. 
Supported  by  special  city  tax.  Two  buildings,  valued  at  $10,000 
and  $12,000,  respectively.  Equipment,  $4,000-)- $5,000.  M. 
( 1908-09),  $8,500.  Tuition  free  to  residents  (non-residents,  $15 
per  year),  except  normal  training  course — $100  per  annum.  At- 
tendance compulsory  for  grade  pupils.  Sloyd  and  sewing,  4th 
grade  to  H.  S. ;  cooking  for  8th  grade.  Ungraded  H.  S.  course. 
S.,  1,070,  mostly  in  elementary  school. 

Industrial  Schools  for  Indian  Children. — Indian  Industrial 
School,  Greenville ;  Hoopa  Valley  Indian  School,  Hoopa,  and 
Sherman  Institute,  Riverside. 


69 

COLORADO. 

State  Schools. — The  University  of  Colorado,  at  Boulder,  has 
extensive  facilities  for  higher  technical  instruction  (engineering, 
S.,  271).  The  Colorado  School  of  Mines,  at  Golden,  offers  min- 
ing engineering.  The  Colorado  Agricultural  College,  at  Fort 
Collins,  receives  the  federal  grants.  U.  S.  Experimental  Station 
located  here  also.  Four-year  courses  are  given  in  agriculture, 
horticulture,  mechanical  and  civil  engineering,  architecture  and 
domestic  science.  The  State  Industrial  School  for  Girls  (Mor- 
rison), and  the  State  Industrial  School  for  Boys  (Golden)  are 
reform  schools  in  which  vocational  training  is  given. 

Indian  Schools  offering  industrial  courses  are  located  at  Breen 
and  at  Grand  Junction. 

Colorado  College,  at  Colorado  Springs,  is  a  privately  endowed, 
non-sectarian  institution.  S.,  717,  of  whom  91  were  in  engineer- 
ing courses,  and  n  in  forestry.  Engineering  courses,  4  years; 
forestry,  3  years.  E.,  $1,000,000;  M.,  $70,000;  L.,  $400,000; 
B.+  equipment,  $796,950. 

Manual  Training. — No  noteworthy  provision  in  State  laws. 
The  Manual  Training  High  School  of  Denver  offers  the  usual 
four  years'  course.  Twenty-three  per  cent,  of  the  work  is  of  the 
type  indicated  by  the  name  of  the  institution.  L.+B.,  $205,000; 
M.,  $48,000 ;  equipment,  $20,000.  Supported  by  taxation. 

CONNECTICUT. 

m  v 

Industrial  Education — Trade  Schools. — By  act  of  the  Legisla- 
ture, approved  July  3Oth,  1907,  any  town  or  school  district  is 
authorized,  with  the  approval  of  the  State  Board  of  Education, 
to  establish  a  free  trade  school,  open  to  any  residents  of  the  State 
except  those  under  sixteen  who  have  not  completed  the  eighth 
grade.  School  districts  may  combine  to  establish  a  trade  school. 
The  State  treasurer  is  authorized  to  repay  to  the  school  district 
annually  a  sum  equivalent  to  one-half  the  total  expenditure  for 
maintenance,  provided  that  the  sum  thus  paid  out  by  the  State 
for  trade  schools  shall  not  exceed  $50,000  per  year.  No  schools 


have  been  established.  Secretary  Hine,  of  the  State  Board  of 
Education,  writes :  "The  law  is  not  satisfactory  in  any  sense." 

State  Schools. — The  Connecticut  Agricultural  College,  at 
Storrs,  receives  the  federal  grants;  also  State  appropriations. 
There  is  free  tuition  and  free  rent  of  rooms.  The  records  of  the 
graduates  show  that  one-fourth  of  the  total  number  have  gone 
into  farming,  and  nearly  one-fourth  into  other  industries — some 
of  them  allied  to  farming.  The  State  Reform  School  for  Girls, 
at  Middletown,  has  an  elaborate  system  of  industrial  training. 
Similarly,  industrial  work  is  given  at  the  Connecticut  School  for 
Boys,  at  Meriden. 

Higher  Technical  Instruction. — Given  at  Yale  University 
(New  Haven)  and  at  Trinity  College  (Hartford).  The  latter 
has  lately  developed  a  "thoroughly  equipped  course  in  civil  en- 
gineering (S.,  71),  and  a  somewhat  less  extensive  plant  for 
teaching  electrical  engineering  (S.,  15)."  In  the  Sheffield  Scien- 
tific School,  of  Yale  University,  the  evening  industrial  improve- 
ment courses  given  to  the  workingmen  of  the  city,  enroll  six  hun- 
dred individuals. 

Manual  Training. — The  board  of  school  visitors  or  town 
school  committee  may  prescribe  elementary  science  and  training 
in  the  manual  arts  as  part  of  the  course  in  the  public  schools.  The 
following  towns  have  a  rather  extended  course  in  manual  train- 
ing: Hartford  (most  excellently  equipped).  New  Haven,  New 
London,  Bristol,  Derby,  Greenwich,  South  Manchester,  Nauga- 
tuck,  Vernon  and  Williamantic. 

Hartford. — "In  manual  training  proper  we  have  a  regular 
three  years'  course  in  constructive  drawing,  with  an  option  of 
architecture  or  machine  design  in  the  third  year.  About  180 
pupils  are  enrolled  in  this  course.  There  are  two  courses  in 
woodwork,  both  including  wood-turning.  The  one  we  designate 
cabinet-making,  and  the  other  pattern-making.  The  latter  also 
includes  foundry  practice.  About  fifty  pupils  can  be  handled  in 
these  classes,  and  we  have  more  applicants  than  we  can  accom- 
modate. In  machine  work  we  run  a  three-year  course,  and  in 
these  classes  we  carry  from  eighty  to  a  hundred.  One  domestic 
science  class  for  girls  was  opened  this  year  for  the  first  time,  and 
its  enrollment  is  about  twenty"  (William  C.  Holden).  Neiv 


Haven. — Boardman  Manual  Training  School  is  the  manual 
branch  of  the  New  Haven  High  School,  and  supplements  the 
academic  work  in  the  case  of  those  who  elect  its  courses.  S.,  725. 
New  London. — The  Manual  Training  and  Industrial  School.  A 
technical  high  school  (fourth  year  of  course  will  be  in  operation 
in  1909-10).  "Not  an  industrial  school,  except  for  special  stu- 
dents who  come  in  for  cooking,  dressmaking  and  the  like,  and 
such  students  are  not  admitted  unless  they  are  attending  the 
other  high  schools  of  the  town."  Supported  by  endowment 
($25,000,  annual  interest,  $1,000),  by  private  donations  ($25,000 
per  year)  and  by  city  appropriations  ($3,000  per  annum). 
L.  +  B.,  $60,000;  E.,  $15,000;  M.,  $7,000;  regular  S.  in  m.  t., 
no;  girls  taking  domestic  science  and  domestic  art  only,  43; 
boys  taking  mechanical  drawing  and  shop  work  only,  4. 

Waterbury  Industrial  School. — Offers  instruction  in  domestic 
science  (hours,  3  P.  M.  to  9  P.  M.)  to  pupils  who  may  choose  to 
come  after  finishing  the  day's  work  at  the  public  schools.  Small 
tuition.  Course  intermediate.  Supported  by  voluntary  contri- 
butions. L.  +  B.,  $30,000.  M.,  $3,000.  S.,  450. 

Watkinson'  Juvenile  Asylum  and  Farm  School,  Hartford. — 
Furnishes  home  and  instruction,  while  preparing  for  useful  occu- 
pation, to  homeless  boys  from  12  years  of  age  upward.  Gives 
courses  in  farming,  horticulture,  etc.,  and  manual  training  (in 
Handicraft  Schools).  S.,  35.  End.,  $270,000.  L.  +  B., 
$150,000.  M.,  $8,500.  Fees:  the  majority  of  students  free, 
others  50  cents  to  $3.00  per  week. 

School  of  Horticulture  of  the  Handicraft  Schools  of  Hart- 
ford.— Maintained  by  private  means.  M.,  $2,500.  S. :  Boys, 
from  Watkinson  Farm  School,  33 ;  from  city  schools,  75 ;  adults 
(teachers),  7.  Fees,  $5  to  $10  per  garden,  according  to  size. 

Y.  M.  C.  A.  Trade  School  and  Institute,  Bridgeport.  This 
year  both  day  and  night  schools  along  the  line  of  the  General 
Electric  Co.'s  school  at  Lynn,  Mass.,  are  being  conducted.  M., 
$1,157.  Hillyer  Institute  of  Y.  M.  C.  A.,  Hartford. — Is  carrying 
on  an  interesting  experiment,  similar  to  the  above. 

Schools  Within  the  Factory. — The  Yale  and  Towne  Manu- 
facturing Company,  at  Stamford,  and  the  Bullard  Machine  Tool 
Company,  at  Bridgeport,  maintain  successful  apprenticeship 
schools. 


72 

DELAWARE. 

Industrial  Education,  Manual  Training,  Agriculture  in  Public 
Schools. — Not  specifically  provided  for  in  State  laws. 

State  Schools. — Delaware  College,  at  Newark.  Established 
under  the  land  grant  act  of  1862  (received  70,000  acres).  United 
States  Experiment  Station.  Four-year  courses  in  mechanical  and 
civil  engineering,  chemistry  and  general  science.  Also  short 
courses  in  agriculture.  S.,  125.  L.  +  B.,  $150,000.  State 
College  for  Colored  Students,  at  Dover.  Receives  a  portion  of 
the  federal  appropriations  made  to  Delaware  for  agriculture  and 
mechanical  arts.  Is  properly  more  a  trade  school  than  an  agri- 
cultural college.  Courses  in  agriculture,  carpentry,  machine-shop 
work,  blacksmithing,  printing,  tailoring,  sewing,  cooking,  laun- 
dering, nursing,  millinery  and  military  drill.  L.  +  B.,  $35,000. 
Equipment,  $3,600.  S.,  140.  The  Delaware  Industrial  School 
for  Girls  is  a  reform  school  located  at  Wilmington. 

Private  Foundations. — St.  Joseph's  Industrial  School  for  Col- 
ored Boys,  at  Clayton,  maintains  about  75  individuals,  taking 
them  at  age  12-14,  and  keeping  them  until  16-18,  when  positions 
are  found.  L.  +  B.,  $75,000.  M.,  $20,000.  Y.  M.  C.  A., 
Dover. — Has  absorbed  the  school  known  as  the  Co-operative 
Draughting  School. 

DISTRICT  OF  COLUMBIA. 

Manual  Training. — Taught  in  the  upper  grades  of  the  public 
elementary  schools,  and  in  the  McKinley  (for  white)  s^id  the 
Armstrong  (for  colored)  Manual  Training  High  Schools.  Both 
of  the  latter  schools  offer  a  "general  scientific"  course,  and  a 
"technical  preparatory"  course  of  four  years  duration,  and  a  two- 
years  course  called  "special  technical.  Optional  subjects  are 
chiefly  in  the  third  and  fourth  years.  McKinley:  L.  +  B., 
$325,000;  E.,  $125,000;  M.,  $60,000;  S.,  723.  Annual  cost  of 
instruction  per  pupil,  $70,  not  including  interest  on  investment, 
the  depreciation,  etc.  Armstrong:  L.  +  B.,  $140,000;  E., 
$60,000;  M.,  $30,000;  S.,  460.  Cost  of  inst.,  $67.40,  same  con- 
ditions as  above.  Manual  training  is  given  in  the  normal  schools 


73 

of  Washington  and  in  the  Industrial  Home  School  (reform 
school)  of 'the  District  of  Columbia. 

Maintained  by  the  United  States. — Gallaudet  College  and  Har- 
vard University  (for  colored),  which  receive  federal  aid,  have 
no  important  bearing  on  the  industrial  vocations. 

Private  Foundations. — ( i )  George  Washington  University  is 
the  most  important  of  the  institutions  giving  higher  technical 
training.  In  an  entirely  different  class  is  (2)  the  Bliss  Electrical 
School.  A  private  enterprise.  Gives  a  one-year  course  in  elec- 
tricity. Admission,  "a  common  school  education  and  a  working 
knowledge  of  arithmetic."  S.,  175.  (3)  St.  Rose's  Industrial 
School  gives  elementary  manual  instruction. 

FLORIDA. 

Manual  Training,  Agriculture,  in  Public  Schools. — The  State 
law  is  merely  permissive.  These  subjects  "may  be  provided  for 
in  the  county  course  of  study.''  Very  little  has  been  done  in  this 
direction.  No  State  provision  for  industrial  education. 

State  Schools. — The  State  University  (for  male  students), 
located  at  Gainsville,  receives  the  agricultural  grants  of  the  Fed- 
eral Government  (except  that  part  of  the  Morrill  Fund  devoted 
to  the  Colored  Normal),  and  has  a  United  States  Agricultural 
Experiment  Station.  Judged  by  the  appropriations  (United 
States,  $52,500;  State,  $15,000),  this  is  more  a  Federal  university 
than  a  State  institution.  Ent.  req.,  99/10  Carnegie  units  (the 
standard  is  14).  Regular  course,  four  years;  special  courses,  two 
and  three  years.  Total  S.,  103  (including  31  sub- freshmen). 
L.  +  B.,  $200,000;  equipment,  $60,000;  M.,  $60,000  to  $70,000. 
The  Florida  Fenmle  College. — This  institution  has  a  "School  of 
Industrial  Arts''  in  which  domestic  science,  etc.  are  taught  (S., 
75  ;  total  S.,  215).  Florida  School  for  Blind,  Deaf  and  Dumb. — 
Offers  one  trade :  printing ;  also  manual  training.  The  Florida 
State  Normal  and  Industrial  School  (for  colored,  at  Tallahassee, 
receives  a  portion  of  the  Morrill  Fund.  The  State  Reform  School 
at  Marianna. 

Private  Foundations. — The  John  B.  Stetson  University,  at  De 
Land  (affiliated  with  the  University  of  Chicago),  has  a  "College 


74 

of  Technology,"  and  a  preparatory  academy  in  which  industrial 
training  is  a  part  of  the  curriculum.  Rollins  College,  at  Winter 
Park,  is  a  non-sectarian  school  which  offers  work  in  manual  train- 
ing and  domestic  science,  and  architectural  and  mechanical  draw- 
ing. Schools  for  the  Colored  Race. — At  Fessenden  Academy, 
Jacksonville  (Cookman  Institute),  and  Orange  Park  (Normal 
and  Manual  Training  School),  forms  of  manual  or  industrial 
training  are  found. 

GEORGIA. 

Manual  Training. — No  State  provision,  but  may  be  taught 
as  a  part  of  the  regular  school  course. 

Agriculture. — "The  elementary  principles  of  agriculture  *  * 
*  shall  be  studied  and  taught  (in  the  public  schools)  as 
thoroughly  and  in  the  same  manner  as  other  like  branches''  (Law 
of  1903). 

District  Agricultural  Schools. — The  State  has  provided  for  an 
agricultural  school  in  each  of  the  eleven  congressional  districts. 
"They  are  not  under  the  jurisdiction  of  the  State  Department  of 
Education."  The  boards  of  trustees  for  each  school  are  appointed 
(one  from  each  county  of  the  district)  by  the  Governor.  The 
largest  board  is  in  the  Second  District,  which  comprises  18 
counties.  The  schools  are  "supported  by  the  ice.  fertilizer  tag 
tax,  also  oil  inspection  taxes  and  pure  food  taxes."  The  income 
from  the  State  treasury  amounts  to  about  $7,000  annually  for 
each  school.  Other  things  being  equal,  both  the  county  and  the 
town  (in  each  district)  offering  the  best  inducements  secured  the 
location  of  the  school.  As  an  illustration  of  how  this  worked  out, 
the  gifts  in  the  First  District  amounted  to  $125,000;  in  the  Sec- 
ond District,  to  $95,000;  and  similarly  in  the  other  districts.  The 
majority  of  the  schools  opened  first  in  1908,  some  of  them  for 
the  spring  term.  Courses  are  generally  of  four  years  duration. 
Entrance  requirements:  Boys  must  be  at  least  14  years  of  age 
and  girls  13.  Pupils  enter,  in  general,  having  about  the  prepara- 
tion of  a  graduate  of  the  sixth  grade  in  the  public  schools,  but 
the  schools  do  not  insist  upon  this  standard  in  every  instance. 
One  advertises :  "Pupils  may  enter  regardless  of  literary  ad- 


75 

vancement,  especially  if  they  are  from  1 8  to  26  years  of  age,  yet 
we  would  not  advise  any  to  make  applications  who  are  not  fairly 
good  readers,  and  who  are  not  familiar  with  the  fundamental 
rules  of  arithmetic." 

Other  State  Schools. — The  "University  of  Georgia"  comprises 

(1)  The  University  at  Athens  (including  "State  College  of  Agri- 
culture and  the  Mechanic  Arts" — offering  engineering  courses)  ; 

(2)  The  North  Georgia  Agricultural   College,   at  Dahlonega; 

(3)  The  Medical  College,  at  Augusta;  (4)  The  Georgia  School 
of  Technology,   at  Atlanta — an  engineering  and  trade  school; 
S.,  562;  L.+B.,  $500,000;  E.,  $100,000;  M.,  State  $60,000,  city 
$2,500,  fees  $21,000;  (5)  The  Georgia  Normal  and  Industrial 
College,  at  Milledgeville  (for  girls)  ;  S.,  483;  business  courses, 
sewing,    dressmaking,    millinery,    industrial    art    and    domestic 
science  departments  included  in  curriculum.     This  institution  is 
succeeding  remarkably  well  in  its  aim  "to  fit  the  young  women 
of  Georgia  for  proper  home-making;    (6)    The  State  Normal 
School,  at  Athens  (co-educational)  ;  (7)  The  Georgia  Industrial 
College  for  Colored  Youths,  at  College   (near  Savannah)  ;  S., 
300;  offers  instruction  in  a  variety  of  trades  and  industries. 

Other  Schools  Offering  Manual  or  Industrial  Training. — (i) 
The  Elementary  School  of  Columbus.  (2)  The  Secondary  In- 
dustrial School  of  Columbus — opened  December  loth,  1906 — 
part  of  the  regular  school  system.  L.+B.,  $65,000;  E.,  $35,000; 
S.,  commercial  40,  domestic  arts  n,  mechanic  arts  25,  textile  13. 
City  pays  $8,500  per  year  for  support  of  school.  Cost  of  in- 
struction per  pupil  can  hardly  be  reckoned  at  less  than  $140  an- 
nually. (3)  The  Berry  School,  at  Rome;  (4)  The  Y.  W.  C.  A. 
Schools  at  Atlanta,  and  (5)  Rich's  School,  at  Rabun  Gap,  are 
elementary  in  scope.  (6)  The  Boys'  High  School,  at  Atlanta, 
offers  extensive  manual  training  courses.  (7)  Negro  Schools  are: 
(a)  Spellman  Seminary,  Atlanta;  (b)  Knox  Institute  and  Indus- 
trial School,  Athens;  Fort  Valley  High  and  Industrial  School; 
Atlanta  University ;  Savannah  Negro  School ;  Clarke  University, 
Atlanta;  Georgia  Normal  and  Industrial  Institute,  Greensboro; 
Jeruel  Academy,  Athens ;  the  Normal  Training  Institute,  Albany ; 
and  the  Normal  and  Industrial  School,  at  Forsvth. 


IDAHO. 

Manual  Training. — Taug'ht  in  the  State  Normal  Schools  at 
Albion  and  Lewiston,  and  in  the  schools  of  Boise,  Pocatello, 
Blackfoat,  Idaho  Falls,  St.  Anthony,  Wallace,  Payette,  Moscow, 
Lewiston,  Caldwell  and  Coeur  D'Alene. 

State  Schools. —  (i)  The  University  of  Idaho,  at  Moscow,  has 
facilities  for  engineering  courses,  and  embraces  an  agricultural 
department  which  secures  the  grants  of  the  Federal  Government. 
It  has  a  preparatory  school  offering  similar  instruction  of  lower 
grade.  (2)  The  Academy  of  Idaho,  at  Pocatello,  is  affiliated 
with  the  State  University,  and  is  under  the  administration  of  a 
board  of  trustees  appointed  by  the  Governor.  The  school  has  a 
trades  department,  as  well  as  commercial  and  general.  S.,  200. 
Forty  thousand  acres  of  land  were  set  apart  by  the  State  as  en- 
dowment. (3)  Idaho  Industrial  Training  School,  at  St.  An- 
thony. Reform  school  for  boys  and  girls.  Common  school 
branches,  manual  training  and  some  industrial  work.  Endowed 
with  50,000  acres  of  State  land.  .  (4)  The  State  School  for  the 
Deaf  and  Blind.  Organized  in  a  school  building  of  Boise  by  the 
State  Board  of  Education. 

Private  Endoiwnent. — The  Idaho  Industrial  Institute,  at 
Weiser,  is  a  good  illustration  of  a  successful  farm  and  trade 
school  on  a  small  scale.  L.  +  B.,  $100,000;  E.,  $10,000;  S.,  100. 
Entrance  requirements  nominal. 

IU4NOIS.  | 

Industrial  Education. — No  provision  in  State  laws. 

Manual  Training. — Upon  petition,  a  vote  may  be  ordered  in 
any  high  school  district,  and  if  majority  of  votes  are  in  favor  of 
establishing  a  manual  training  department  in  the  high  school,  the 
same  shall  be  organized.  Manual  training  is  found  in  the  prin- 
cipal1 school  districts  of  the  State.  Courses  in  manual  training 
and  domestic  science  are  given  in  the  State  Normal  Schools.  The 
Richard  T.  Crane  Manual  Training  H.  S.,  of  Chicago,  is  one  of 
the  better  institutions  of  its  class  in  the  State.  It  offers  the  usual 


77 

four  years'  course,  and  is  a  part  of  the  Chicago  public  school  sys- 
tem. L.  +  B.,  $400,000;  E.,  $50,000;  M.,  $80,000;  $.,  1,141. 
The  cost  of  instruction  is  put  at  $80  per  pupil  in  attendance,  but 
this  does  not  take  into  account  the  items  of  investment  and  de- 
preciation of  property.  The  new  Albert  G.  Lane  H.  S.,  opened 
in  Chicago  in  the  autumn  of  1908,  is  organized  along  similar 
lines.  The  Manual  Training  and  Technical  Departments  of  the 
High  School  of  the  University  of  Chicago  are  highly  efficient. 
St.  Mary's  Manual  Training  School,  Des  Plaines,  gives  an  ex- 
tended course.  The  Jewish  Training  School  of  Chicago,  199 
West  1 2th  Place;  the  Chicago  Industrial  School  for  Girls,  49th 
and  Prairie  avenues,  and  the  Illinois  Industrial  School  for  Girls, 
79  Dearborn  St.,  Chicago,  are  of  elementary  character. 

State  Schools. — The  University  of  Illinois,  at  Urbana,  fur- 
nishes extended  courses  in  engineering,  agriculture,  horticul- 
ture and  kindred  subjects.  It  receives  the  federal  grant.  Has 
United  States  Agricultural  Experiment  Station ;  also  engineering 
experiment  station. 

Private  Foundations. —  (i)  The  University  of  Chicago  and 
James  Milliken  University,  at  Decatur,  are  the  chief  private 
university  foundations  giving  higher  technical  instruction.  (2) 
The  Armour  Institute  of  Technology,  Chicago,  furnishes  all 
grades  of  industrial  training.  Its  evening  trades  and  industrial 
improvement  courses  were  attended  by  over  700  pupils  during 
1908.  Its  "academy"  is  a  technical  institution  of  high  school 
grade  (S.,  292),  leading  to  the  "college''  (S.,  616),  where  higher 
engineering  subjects  are  taught.  The  six  weeks  summer  classes 
enrolled  216.  L.  +  B.,  $3,500,000;  E,,  $375,000;  M.,  $200,000, 
contributed  chiefly  by  the  Armours.  Evening  classes,  10  weeks 
per  term,  3  terms  yearly;  fees,  $10  per  study.  Academy  fees  for 
both  sexes.  Instruction  in  (a)  Mechanical  Engineering;  (b) 
Mechanical  Arts;  (c)  Domestic  Economy;  (d)  the  Liberal  Arts. 
Degree  of  M.  E.  obtained  by  four  years  of  college  work;  title  of 
Associate  in  Arts,  two  years  in  college  work ;  and  Academy  Cer- 
tificate, four  years  in  academy.  Evening  industrial  improvement, 
trades  and  business  courses  (S.  in  evening,  1,299;  day  students, 
1,303).  Endowment,  $1,000,000;  L.  +  B.,  $500,000;  E., 
$200,000;  M.,  $120,000.  The  Institute  is  at  present  conducting 


78' 

an  interesting  experiment — a  modification  of  the  "Cincinnati 
Co-operative  Plan" — a  two-years  course  in  the  mechanic  arts, 
fifty  weeks  work  and  two  weeks  vacation  per  year.  Twenty-four 
weeks  will  be  spent  in  the  school  and  twenty-six  in  the  shop  of 
the  employer.  Students  are  arranged  in  two  groups,  alternating 
week  by  week  between  the  shops  and  the  Institute.  Age  of 
students  in  the  co-operative  plan,  from  16  to  20.  The  employer 
is  expected  to  pay  five  dollars  a  week  for  the  time  actually  spent 
in  the  shop  and  tuition  amounting  to  $50  a  year  for  each  boy. 
The  school  section  of  the  course  is  worked  out  along  the  lines  of 
(i)  physical  science  and  the  principles  of  mechanics;  (2)  ma- 
chine sketching  and  mechanical  drawing;  (3)  such  shop  work 
as  will  best  supplement  the  work  which  the  boys  are  doing  when 
not  in  school;  (4)  English,  history  and  mathematics.  (4)  The 
Bradley  Polytechnic  Institute,  Peoria — Graduates  of  eighth 
grade  of  public  schools  admitted  to  Lower  Academy;  also  has 
higher  departments  and  facilities  for  instruction  of  unclassified 
students.  Courses  in  manual  training,  domestic  science,  indus- 
trial subjects,  and  training  of  teachers  for  the  foregoing.  Also 
general  instruction.  The  Horological  School  (watchmaking, 
jewelry,  engraving  and  optics),  a  department  of  Bradley  Insti- 
tute, is  a  purely  trade  school,  and  is  thoroughly  equipped.  The 
Institute  is  affiliated  with  the  University  of  Chicago.  Endow- 
ment, $2,000,000;  L.  +  B.,  $250,000;  E.,  $50,000;  M.,  $65,000. 
S. :  watchmaking,  280;  arts  and  sciences,  426;  summer  school,  98. 
Cost  of  instruction  per  pupil,  $125  annually.  (5)  Industrial 
improvement  courses  and  some  experimental  trades  instruction 
are  to  be  found  in  the  Y.  M.  C.  A.  of  Chicago,  and  of  sfcme  of 
the  principal  cities  of  the  State.  The  Illinois  "College"  of  Pho- 
tography and  the  Bissell  "College"  of  Photo-Engraving,  Chi- 
cago, the  Coyne  Brothers  schools  (building  trades),  the  Chicago 
Correspondence  Schools  and  the  McDowell  School  of  Dress- 
making are  conducted  as  private  enterprises. 

Schools  Within  the  Factory. — At  their  Chicago  shops  the 
International  Harvester  Company  and  the  Western  Electric  Com- 
pany maintain  evening  and  day  classes  for  their  apprentices. 


79 

INDIANA. 

Manual  Training. — Tax  rate  of  five  cents  on  each  one  hundred 
dollars  of  property  liable  for  taxation  for  school  purposes  may 
be  levied  locally  by  cities  of  100,000  population,  or  over,  foi 
the  manual  or  industrial  training  departments  which  may  be 
established.  Cities  of  50,000  to  100,000  population  may  levy  a 
tax  of  ten  cents  on  every  oge  hundred  dollars  of  ratables  for 
similar  purposes.  Manual  training  has  been  introduced  generally 
in  the  cities  and  in  many  "consolidated"  rural  schools.  The  Man- 
ual Training  H.  S.  of  Indianapolis  and  those  of  Ft.  Wayne  and 
Evansville  are  especially  noteworthy.  Anderson  has  just  com- 
pleted a  similar  institution. 

State  Schools. —  (i)  Indiana  has  two  State  universities — In- 
diana University,  at  Bloomington,  and  Purdue  University,  at 
Lafayette.  The  former  has  no  engineering  department;  the  lat- 
ter receives  the  federal  grants,  and  has  built  up  strong  courses 
in  the  various  engineering  branches.  (2)  The  Soldiers'  and 
Sailors'  Orphans'  Home,  at  Knightstown,  affords  elementary  in- 
dustrial instruction,  as  does  (3)  The  Indiana  Boys'  School  (State 
Reform  School),  at  Plainfield. 

Private  Foundations. — (i)  Rose  Polytechnic  Institute,  at 
Terre  Haute,  "is  a  school  for  the  higher  education  of  young  men, 
especially  for  the  professions  of  mechanical,  electrical  and  civil 
engineering,  architecture  and  chemistry."  Entrance  require- 
ments :  Completion  of  first-class  high  school  course.  Course,  four 
years.  Has  a  shop  for  wood  and  iron  work.  Tuition,  $75;  in- 
cidental fees,  $25.  E.,  $547,000;  L.  +  B.,  $170,000;  E.,  $215,- 
ooo;  M.,  $45,000.  Annual  cost  of  instruction  per  pupil,  $186 
(not  including  investment  calculations).  S.,  229.  (2)  Winona 
Technical  Institute,  Indianapolis. — Made  up  of  practical  trade 
schools.  Instruction  given  in  iron  molding,  tile  and  mantel  set- 
ting, carpentry  and  house-building,  electricity,  mechanical  draw- 
ing, civil  engineering,  machinery,  house  painting,  decorative  and 
sign  painting,  library  work,  lithography,  printing,  pharmacy  and 
chemistry.  Other  departments  are  being  added.  The  Institute 
is  supported  by  six  national  associations,  by  private  subscriptions 


8o 

and  fees.  L.  +  B.,  $750,000;  E.,  $350,000;  M.,  $100,000.  S., 
in  pharmacy  and  chemistry,  100;  in  printing,  25;  molding,  30; 
bricklaying,  10;  lithography,  40;  tile-setting,  5.  Total,  210. 
Cost  of  trades  instruction  per  pupil  can  hardly  be  figured  at  less 
than  $500  annually,  after  tuition  fees  are  deducted.  Course  in 
tile-setting,  six  months;  in  painting  and  bricklaying,  one  year; 
the  others,  two  years.  Entrance  req. :  From  completion  of  gram- 
mar school  to  second  year  of  H.  S.  (3)  Notre  Dame  Univer- 
sity, at  Notre  Dame,  offers  higher  technical  instruction,  and 
Earlham  College,  Richmond,  gives  a  course  in  civil  engineering. 
(4)  Industrial  training  i,s  offered  by  the  Y.  M.  C.  A.  at  Indian- 
apolis and  elsewhere.  ( 5 )  The  Interlaken  Sichool,  near  La  Porte, 
is  a  manual  training  boarding  school  for  boys  between  the  ages 
of  nine  and  eighteen.  It  has  been  established  on  the  model  of 
the  European  rural  educational  homes.  Tuition,  $4OO-$6oo. 
(6)  Valparaiso  University,  at  Valparaiso,  has  a  considerable 
number  of  industrial  courses.  S., 


IOWA. 

Industrial  Education  and  Manual  Training. — There  is  nothing 
in  the  Staate  laws  touching  these  matters  specifically.  The  school 
boards  have  the  authority  to  prescribe  courses  of  study,  and 
many  of  the  larger  school  systems  are  introducing  manual  train- 
ing. The  State  Normal  School  at  Cedar  Falls  has  manual  train- 
ing and  domestic  science  courses.  The  Des  Monies  High  School 
has  200  pupils  in  manual  training.  Public  schools  of  idie  State 
may  hold  farm  or  trade  expositions  monthly  (exhibuing  articles 
made  by  students  or  crops  raised  by  them). 

State  Schools. —  (i)  The  State  University  (S.,  2,315),  at  Iowa 
City,  offers  the  full  list  of  engineering  courses.  (2)  The  Iowa 
State  College  of  Agriculture  and  Mechanics  Arts  (S.,  1,331), 
at  Ames,  received  204,000  acres  of  land  under  the  Morrill  Act 
of  1862,  and  has  been  granted  the  federal  annuities.  (3)  The 
State  Industrial  School  for  Boys,  Aldora,  and  the  State  Indus- 
trial School  for  'Girls,  Mitchellville,  are  reform  schools  in  which: 
manual  work  is  taught. 


8i 


KANSAS. 

Industrial  Education  and  Manual  Training. — The  board  of 
education  in  any  city  of  the  first  or  second  class  may  levy  a  tax 
not  to  exceed  one-half  mill  upon  every  dollar  of  assessed  valua- 
tion for  equipment  and  maintenance  of  industrial  training- 
schools,  or  industrial  training  departments  of  public  schools, 
and  annual  school  meeting  of  any  other  school  district  may  levy 
one  mill  tax  for  similar  purposes — the  causes  to  be  approved  by 
the  State  Board.  Under  Session  Laws  of  1903,  districts  suc- 
cessful in  provision  for  manual  training  might  receive  State  aid 
up  to  $250  each,  but  appropriation  of  State  was  allowed  to  lapse, 
and  this  State  aid  will  no  longer  be  available  unless  the  Legisla- 
ture again  authorizes  appropriations.  Nearly  thirty  cities  and 
towns  (including  county  high  schools)  offer  manual  training. 
The  High  School  of  Kansas  City,  Kansas,  has  made  noteworthy 
provision. 

State  Schools. — (i)  The  University  of  Kansas,  at  Lawrence, 
and  (2)  the  Kansas  State  Agricultural  College  (Manhattan) 
offer  engineering  courses,  and  the  latter  institution  admits  of  an 
extensive  election  under  the  head  of  agriculture.  (3)  The  State 
Manual  Training  Normal  School  (est,  1903),  at  Pittsburg  (cp. 
the  North  Dakota  State  Normal  and  Industrial  School,  Ellendale 
—est.  1899  as  the  "State  Manual  Training  School"),  like  the 
Western  State  Normal  School  (at  Hays),  is  a  branch  of  the 
Kansas  State  Normal  School  at  Emporia.  The  Pittsburg  Nor- 
mal School  (S.  498)  is  designed  to  train  teachers  of  manual 
training,  domestic  science  and  kindred  subjects.  Students  may 
be  admitted  after  eighth-grade  graduation,  upon  completion  of 
the  high  school  course.  Life  diplomas  courses,  "with  manual 
training,"  or  "with  art  manual  training,"  are  of  four  years' 
duration.  Academic  courses  are  also  listed,  singly  and  in  com- 
bination with  manual  or  industrial  work.  Pattern-making  and 
molding,  sheet-metal  work,  plumbing  and  steam-fitting,  cabinet- 
making  and  mill  construction  and  machine  shop  work  are  special 
lines  of  industrial  training  scheduled.  Commercial  courses,  pri- 
mary and  kindergarten  methods  are  also  included  in  the  offer- 

6  ED 


82 

ings.  (4)  Western  University  (for  colored),  at  Quindaro,  is 
under  State  control,  through  the  appointment  by  the  Governor 
of  the  majority  of  its  trustees,  and  receives  legislative  appropria- 
tions for  its  industrial  department.  Architecture,  mechanical 
drawing,  industrial  arts  and  science,  including  manual  training, 
domestic  science  and  art  and  agriculture,  are  comprised  in  the 
courses.  Similarly  controlled  and  aided  by  the  State  is  (5) 
The  Topeka  Industrial  and  Educational  Institute,  on  the  plan  of 
Tuskegee,  with  instruction  in  the  trades  and  agriculture.  (6) 
The  School  for  the  Deaf,  at  Olathe,  and  (7)  the  School  for  the 
Blind,  at  Kansas  City,  are  State  institutions  affording  manual 
instruction,  as  do  also  (8)  the  Boys'  Industrial  School  (Topeka), 
and  (9)  the  Girls'  Industrial  School  (Beloit) — State  reform 
schools. 

Private  Foundations. — The  schools  for  colored  students,  men- 
tioned in  the  preceding  paragraph,  are  private  foundations, 
though  state-controlled.  Other  colleges  throughout  the  State  do 
very  little  in  the  way  of  technical  training  for  the  industries. 
Distinct  industrial  schools  are  only  the  Santa  Fe  Apprenticed 
Schools  at  Topeka,  Newton,  and  Arkansas  City  (several  branches 
in  other  States),  and  the  Telegraph  Schools  of  the  same  system, 
at  Topeka  and  Newton  (branch  at  Los  Angeles,  Cal.).  The 
announcement  of  the  latter  schools  (entitled  "A  Live  Wire")  is 
an  attractive  and  artistic  presentation  of  the  case.  The  Santa  Fe 
Apprentice  Schools  furnish  instruction  two  hours  a  day,  two  days 
a  week.  The  apprentices  are  taught  mechanical  and  freehand 
drawing,  shop  arithmetic,  and  the  elements  of  mechanics. 
(Write  F.  W.  Thomas,  Supervisor  of  Apprentices,  Topeka,  for 
detailed  information. ) 

.  -• .  • 

. 

KENTUCKY. 

Industrial  Education  and  Manual  Training. — The  laws  of  the 
State  do  not  provide  for  payments  to  any  school  or  district  in  aid 
of  these  subjects.  The  Louisville  Manual  Training  High  School 
is  the  only  considerable  institution  of  its  kind  in  the  State  (invest- 
ment, L.  +  B.  +  Equipment=$i 75,000).  It  was  presented  to 
the  city  (1892)  by  Mr.  A.  V.  du  Pont.  The  terms  of  gift  stated 


83 

that  the  school  should  be  "free  to  all  white  boys  in  the  city  quali- 
fied to  enter  the  male  high  school,  and  not  under  thirteen  years  of 
age,"  and  "no  special  trade  shall  be  taught  in  said  school,  nor  any 
articles  manufactured  therein  for  sale."  Lexington,  Covington, 
Winchester,  Frankfort,  and  other  large  municipalities  of  the 
State  furnish  manual  training,  in  its  simplest  forms,  to  boys  and 
girls  in  the  public  schools. 

State  Schools. — (i)  The  State  University,  at  Lexington,  until 
recently  styled  the  "Kentucky  Agricultural  and  Mechanical  Col- 
lege," gives  courses  in  engineering  and  agriculture.  It  receives 
the  federal  grants,  of  which  fifteen  per  cent,  goes  to  the  Kentucky 
Normal  and  Industrial  Institute  for  Colored  Persons,  at  Frank- 
fort. The  latter  institution  offers  some  trades  instruction.  (2) 
The  State  normal  schools  have  established  manual  training 
courses.  (3)  Similar  departments  are  found  in  the  reform 
schools,  and  the  State  School  for  Defectives. 

Private  Foundations. — (i)  The  Kentucky  Women's  Christian 
Temperance  Union  established  (1902)  a  social  settlement  and 
school  at  Hindman.  The  institution  grades  from  kindergarten 
up  into  the  high  school.  Woodwork,  sewing,  cooking,  basketry 
and  school  gardening  are  taught.  L.  +  B.,  $25,000;  M.,  $5,000; 
S.,.  250.  The  Eckstein  Norton  Institute  (for  colored),  at  Cane 
Spring,  furnishes  instruction  in  dressmaking  and  plain  sewing, 
cooking,  printing,  shoemaking,  painting,  carpentry,  barbering, 
laundering,  and  farming.  L.  +  B.,  $2,500;  M.,  $4,000;  S.,  94. 

LOUISIANA. 

Manual  Training  and  Industrial  Education. — Manual  training 
is  included  in  the  State  course  of  study  for  elementary  schools 
(suggestive,  merely).  It  is  taught  in  the  State  Normal  School  at 
Natchitoches,  and  in  such  city  schools  as  those  of  Shreveport. 
The  State  Schools  at  Ruston  and  Lafayette  (see  below)  were 
designed  to  furnish  industrial  education,  but  owing  to  local  con- 
ditions these  institutions  have  hitherto  been  conducted  more  as 
manual  training  schools. 

State  Schools. — "Louisiana  State  University  and  Agricultural 
and  Mechanical  College,"  at  Baton  Rouge,  offers  agricultural 


84 

and  engineering  courses  (including  "sugar  engineering").  It 
receives  part  of  the  federal  grants,  United  States  Experiment 
Station.  (2)  Southwestern  University  and  A.  and  M.  College, 
New  Orleans,  was  established  by  the  State,  under  the  constitution 
"for  the  education  of  persons  oi  color."  The  school  shares  in  the 
federal  grants.  It  has  an  important  trade  school  department. 
Total  S.,  400.  (3)  Louisiana  Industrial  Institute,  at  Ruston, 
"for  the  education  of  the  white  children  of  Louisiana  in  the  arts 
and  sciences,  at  which  such  children  may  acquire  a  thorough 
academic  and  literary  education,  together  with  the  knowledge  of 
kindergarten  instruction,  telegraphy,  stenography,  and  photo- 
graphy; of  drawing,  painting^  designing,  and  engraving,  in  their 
industrial  applications;  also  a  knowledge  of  fancy,  practical  and 
general  needlework;  also  a  knowledge  of  bookkeeping,  and  of 
agricultural  and  mechanical  art,  together  with  such  other  practical 
industries  as  from  time  to  time  may  be  suggested  by  experience 
or  such  as  will  tend  to  promote  the  general  object  of  said  institute, 
to  wit,  fitting  and  preparing  such  children,  male  and  female,  for 
the  practical  industries  of  the  age"  (Act  of  1894).  The  school 
is  under  a  board  of  trustees  appointed  by  the  Governor,  the  latter 
and  the  State  Superintendent  of  Public  Education  being  ex- 
officio  members.  Boys  roust  be  sixteen  years  of  age,  and  girls 
fifteen,  for  entrance.  In  practice,  grammar  school  graduation  is 
expected.  The  course  of  the  institute  is  of  five  years  duration. 
S.,  600;  L.  +  B.,  $350,000;  E.,  $30,000;  M.,  $51,000.  Cost  of 
instruction  per  pupil,  $85  annually.  (4)  Southwestern  Louisiana 
Industrial  Institute,  Lafayette,  is  of  more  elementary  type — en- 
trance on  completion  of  seventh  grade ;  course,  one  to  tyur  years. 
L.  +  B.,  $150,000;  E.,  $15,000;  M,  $20,000;  S,,  300.  Cost  of 
instruction,  $50  per  pupil,  annually.  (5)  The  State  Institute  for 
the  Deaf  and  Dumb  (Baton  Rouge)  and  (6)  Louisiana  Institute 
for  the  Blind  (Baton  Rouge)  are  institutions  affording  elemen- 
tary manual  instruction. 

Private  Foundations. —  (i)  Isidore  Newman  Manual  Training 
School,  New  Orleans,  has  360  white  pupils  enrolled,  classed  as 
follows :  Kindergarten,  40 ;  elementary  school,  242 ;  high  school, 
78.  It  is  a  tuition  school  ($60  to  $100  per  year).  L.  +  B., 
$75,000;  E.,  $15,000;  M.,  $25,000.  (2)  For  colored  pupils, 


85 

Gilbert  Academy  and  Industrial  College,  at  Baldwin;  the  Pea- 
body  State  Normal  and  Industrial  School,  at  Alexandria,  and 
Leland,  New  Orleans  and  Straight  "Universities,"  at  New  Or- 
leans, furnish  a  certain  amount  of  trades  instruction  and  of 
manual  training. 

MAINE. 

Manual  Training  and  Industrial  Education. — No  noteworthy 
State  provision.  Manual  training  may  be  adopted  by  cities  or 
towns  as  part  of  the  regular  school  course.  Several  cities  of  the 
State  have  efficient  departments  of  manual  training  and  domestic 
science,  notably  Bangor,  Bath,  Lewiston,  Portland  and  West- 
brook.  Manual  training  was  introduced  into  all  the  State  Normal 
Schools  at  the  beginning  of  the  school  year  1907-' 08.  "Any  city 
or  town  may  annually  make  provision  for  free  instruction  in 
industrial  or  mechanical  drawing  to  persons  over  fifteen  years 
of  age,  either  in  day  or  evening  schools,  under  direction  of  the 
Superintending  School  Committee"  (Section  23,  School  Laws). 
Under  certain  conditions  academies  may  receive  State  aid,  and 
are  then  required  to  provide  a  course  in  manual  training,  domestic 
science  or  agriculture,  approved  by  the  State  Superintendent. 

Agriculture  in  Public  Schools. — The  State  law  contains  no 
direct  provision  for  instruction  in  agriculture.  Candidates  for 
teachers'  certificates  are  examined  in  the  common  branches  "and 
the  elements  of  the  natural  sciences  especially  as  applied  to  agri- 
culture" (Paragraph  n,  Section  36,  School  Laws).  "The 
course  of  study  in  the  free  high  schools  shall  embrace  the  ordin- 
ary English  academic  studies  which  are  taught  in  secondary 
schools,  especially  the  natural  sciences  in  their  application  to 
mechanics,  manufacturers  and  agriculture"  (Section  59,  School 
Laws). 

State  Schools. — ( I )  The  University  of  Maine,  at  Orono,  gets 
the  federal  appropriations  for  agriculture.  It  includes  in  its 
organization  the  College  of  Agriculture  and  the  College  of  Tech- 
nology. Late  in  1907  the  University  organized  a  four-years 
college  course  of  study  in  elementary  agriculture  for  teachers. 
S.,  874.  L.  +  B.,  $500,000;  E.,  $250,000;  M.,  $150,000.  (2) 


86 

The  Industrial  School  for  Girls  (Hallowell)  and  the  State 
School  for  Boys  (Portland)  are  reform  schools  furnishing  man- 
ual instruction. 

MARYLAND. 

Manual  Training. —  (i)  Maryland  stands  next  below  New 
Jersey  in  the  amount  appropriated  from  the  State  treasury  for 
manual  training,  $46,500  annually,  to  31  schools  (21  for  white, 
10  for  colored — one  of  each  kind  may  be  established  in  each 
county),  each  receiving  $1,500.  Buildings  are  provided  locally. 
Average  daily  attendance  must  be  at  least  30.  Separate  schools 
for  colored.  (2)  The  Baltimore  Polytechnic  H.  S.  is  a  manual 
training  institution  of  high  rank,  giving  the  usual  four-years 
course.  L.  +  B.,  $100,500;  E.,  $26,000. 

Industrial  Education. — No  State  provision  except  as  noted  be- 
low. 

State  Schools. — Maryland  Agriculture  College  (S.,  240),  at 
College  Park  (near  Washington),  was  the  second  institution  of 
its  kind  to  be  organized  (Agricultural  College  of  Michigan 
opened  first).  It  receives  80  per  cent,  of  the  federal  grants  for 
agriculture.  A  similar  institution  (branch)  for  the  education  of 
colored  students,  located  at  Princess  Anne,  obtains  20  per  cent, 
of  the  federal  aid.  (2)  The  State  normal  schools  provide  in- 
struction in  manual  training,  domestic  science  and  like  branches. 
(3)  Industrial  training  is  given  in  the  reform  schools. 

National  Schools. — The  United  States  Naval  Academy,  at 
Annapolis,  affords  technical  training  to  the  students  ^midship- 
men) appointed  by  the  President  or  by  Senators  or  Representa- 
tives. Examinations.  Age,  16-20.  Pay,  $600  per  year. 
Course,  four  years,  with  an  added  two  years  at  sea.  (Write  the 
Chief  of  the  Bureau  of  Navigation,  Navy  Department,  Washing- 
ton, D.  C.,  for  further  information.)  (2)  The  United  States 
Service  School  of  Instruction,  at  Arundel  Cove,  is  intended  for 
the  education  of  cadets  for  the  United  States  Revenue  Cutter 
Service. 

Other  Schools. — (i)  Maryland  Institute  for  the  Promotion  of 
the  Mechanic  Arts  (Baltimore)  admits  students  at  the  age  of  14. 


87 

Day  and  evening  courses.  Subjects:  Art  (decorative,  illustra- 
tive, etc.),  mechanics,  architecture,  design,  modeling,  sculpture. 
Receives  State  and  municipal  funds.  L.  +  B.,  $475,000;  E., 
$25,000;  M.,  $45,000.  Day  pupils,  619;  evening  students,  1,024. 
(2)  McDonough  School,  at  McDonough  (12  miles  northwest  of 
Baltimore),  was  the  outcome  of  a  private  bequest.  Board  of 
trustees  created  by  the  city  of  Baltimore.  Accommodates  about 
150  individuals  annually — "poor  boys  of  good  character,  of 
respectable  associations  in  life,  residents  of  the  city  of  Baltimore, 
*  *  *  between  ten  and  fourteen  years  of  age  *  *  * 
must  pass  a  competitive  examination."  Property  of  the  founda- 
tion valued  at  about  $1,000,000.  Industrial  work  given  to  about 
eighty  boys  (woodworking,  40;  iron,  20;  printing,  20),  com- 
mencing with  the  last  grade  of  the  grammar  school.  "We  find 
that  working  with  wood  is  a  better  training  than  working  with 
iron,  where  so  much  of  the  work  is  done  by  machines  more  or 
less  automatic." — S.  T.  Moreland).  (3)  The  Laurel  Agricul- 
tural and  Industrial  Institute,  at  Laurel,  is  an  institution  for  col- 
ored students.  It  emulates  Tuskegee.  Trades  are  taught,  com- 
prising industries  for  both  sexes.  Students  from  age  12  up- 
wards. Attendance  small  but  growing/ 

Commission  on  Industrial  Education. — A  State  Commission 
on  Industrial  Education  has  been  appointed  by  Governor  Cro- 
thers,  under  the  provisions  of  Chapter  367  of  the  acts  of  1908, 
to  investigate  and  report  to  the  Legislature  at  its  next  session 
(in  1910)  respecting  the  subject  of  industrial  education.  Three 
hundred  dollars  were  appropriated  for  the  expenses  of  the  in- 
quiry. The  Commission  consists  of  the  following:  Dr.  Richard 
Grady,  Annapolis  (Chairman)  ;  Carroll  Edgar,  Elkton;  Howard 
Melvil,  Denton;  John  T.  Foley,  Baltimore;  Lorie  C.  Quinn,  Cris- 
field. 

• 

MASSACHUSETTS. 

Manual  Training. — No  direct  State  aid.  "The  elements  of  the 
natural  sciences,  kindergarten  training,  manual  training,  agri- 
culture, sewing,  cooking  *  *  *  *  and  such  other  subjects 
as  the  school  committee  consider  expedient,  may  be  taught  in  ^the 


88 

public  schools"  (School  Laws).  "Every  city  and  town  contain- 
ing twenty  thousand  inhabitants,  or  more,  shall  maintain  the 
teaching  of  manual  training  as  part  of  both  its  elementary  and 
high  school  system"  (Ibid.).  Manual  training  is  permissive  in 
other  towns.  It  is  found  in  the  high  schools  of  forty  Massachu- 
setts towns  or  cities,  in  the  grammar  schools  of  eighty  munici- 
palities, and  in  the  evening  schools  of  eight  or  ten.  This  does  not 
include  the  very  elementary  work  done  in  schools  all  over  the 
State  in  connection  with  the  teaching  of  drawing,  gardening,  and 
kindergarten.  The  model  and  practice  schools  affiliated  with  the 
State  normals  do  excellent  work  in  manual  training.  There  are 
170  supervisors  of  drawing  (freehand,  etc.)  in  public  schools  in 
the  State,  and  60  manual  training  teachers.  "Towns  or  cities  of 
10,000  or  more  inhabitants  must  maintain  evening  schools  for 
the  instruction  of  persons  over  14  years  of  age  in  drawing,  both 
freehand  and  mechanical"  (School  Laws).  Boston  provides  for 
two  hours  per  week  (in  all  grammar  schools)  in  cooking,  sewing, 
woodworking,  cardboard  construction  and  clay  modeling.  This 
city  also  has  the  manual  training  high  schools  known  as  ( i )  The 
Girls'  High  School  of  Practical  Arts  (second  year. of  existence. — 
S.,  in  first  year,  200;  second,  70),  and  (2)  The  Mechanic  Arts 
High  School  (L.+B.,  $400,000;  E.,  $40,000;  M.,  $60,000.  Cost 
of  instruction  per  pupil,  $I9O-$2OO  annually) .  These  institutions 
are  among  the  best  of  their  kind.  Upon  the  application  of  the 
Boston  School  Committee,  the  (3)  Public  Evening  Drawing 
School  was  recently  placed  under  the  supervision  of  the  State 
Commission  on  Industrial  Education  (see  below).  S.,  $1,185; 
cost  of  instruction  per  pupil,  $23.35.  The  school  buil&ngs  are 
used.  The  State  gives  20%  of  cost  of  maintenance.  (4)  Spring- 
field H.  S.  Maintains  the  usual  four  years'  manual  training  H. 
S.  course;  also  has  important  commercial  department,  and  even- 
ing industrial  improvement  and  trade  division.  L.+B.,  $292,- 
859;  E.,  $49,193;  M.,  $53,923.01.  Day  m.  t.  students,  422;  com- 
mercial, 365;  evening  school,  396;  total,  787.  This  school  (est. 
1898)  under  superintend ency  of  Dean  T.  M.  Balliet,  was  the  first 
to  establish  an  evening  trades  department  as  part  of  a  board  of 
education  institution,  and  has  been  very  successful  under  the  able 
administration  of  Director  Warner.  Taking  investment,  main- 


89 

tenance,  etc.  into  account,  the  average  cost  of  instruction  per  pupil 
cannot  be  figured  at  less  than  $100  annually,  including  evening 
and  commercial  students.  In  November,  1908,  the  enrollment  in 
the  evening  department  was  as  follows :  mechanical  drawing, 
139;  mathematics,  38;  machine  shop  practice,  86;  woodwork,  27; 
plumbing,  31;  electricity,  38;  total,  359.  (5)  The  Rindge 
Manual  Training  School,  Cambridge.  Maintained  by  the  city. 
Usual  four  years'  course.  L.  +  B.,  $208,800;  E.,  $39,920;  M., 
$44,860.45  ;  S.,  595.  Annual  cost  of  instruction  per  pupil,  $70.18 
(evidently  does  not  take  investment,  etc.,  into  account). 

State  Schools,  and  the  Commission  on  Industrial  Education. — 
The  Massachusetts  Agricultural  College,  at  Amherst,  is  a  tech- 
nical institution  of  full  collegiate  rank.  It  receives  two-thirds  of 
vhe  Federal  grants  for  Massachusetts.  L.+B.,  $415,621;  E-, 
$150,404;  M.,  $95,827.  Students:  collegiate,  245;  graduate,  7; 
short  courses,  252.  No  tuition  for  residents  of  the  State.  (2) 
The  Textile  Schools  at  Lowell,  New  Bedford  and  Fall  River 
(Bradford  Durfree)  receive  State  and  municipal  support  (Act 
of  1895),  and  are  otherwise  aided  by  private  contributions  and 
tuition  fees.  The  State  and  local  municipalities  are  represented 
on  the  boards  of  trustees,  the  majority  (two-thirds)  of  whose 
members  are  engaged  in  the  textile  industries.  There  are  both 
day  and  evening  classes.  Day  courses  are  usually  attended  by 
high  school  graduates,  evening  courses  by  workers  above  the  age 
of  fourteen  A  great  variety  of  instruction  is  offered.  The 
schools  are  thoroughly  equipped,  and  the  teaching  is  practical. 
Tuition  ranges  from  nothing  (or  a  nominal  fee)  in  evening 
courses  to  $100  or  over  for  the  day  students  (with  an  added 
50%  for  non-residents  of  the  State.  Lowell  statistics:  129  day 
S.,  483  evening.  M.  from  State,  $29,000;  from  city,  $8,000; 
tuition,  $12,665;  contributions,  $4,343.  L.+B.,  $345,637;  M., 
$196,087.  New  Bedford:  S.  in  day  courses,  28;  evening,  440. 
Bradford  Durfee:  day  S.,  10;  evening,  226.  (3)  The  Massachu- 
setts Normal  Art  School,  Boston,  has  had  a  long  and  honorable 
career  in  the  training  of  teachers.  It  was  the  "offspring  of  an 
absolute  necessity."  The  Act  of  1870  required  the  establishment 
of  evening  drawing-schools  in  cities  with  10,000  inhabitants  or 
over,  but  competent  teachers  could  not  be  found  in  sufficient  num- 


90 

bers.  Hence  the  school  (est.  1873).  Four-year  courses  are 
offered  in  (a)  drawing,  painting  and  composition,  (b)  modeling 
and  design  in  the  round,  (c)  constructive  arts  and  design,  (d)  dec- 
orative and  applied  design,  (<?)  teaching  of  drawing  in  the  public 
schools,  and  methods  of  supervision.  For  admission,  graduation 
from  a  H.  S.  (or  the  equivalent)  is  required.  L.  +  B,,  $285,000; 
E.,  $16,000;  M.  from  State,  $34,226;  S.,  335.  (4)  Manual  train- 
ing is  an  important  feature  of  the  State  Normal  School  courses 
in  Bridge  water,  Fitchburg,  Framingham,  Hyannis,  Lowell,  North 
Adams,  Salem  and  Westfield.  (5)  The  State  Commission  on 
Industrial  Education,  and  its  Schools.  A  State  Commission  on 
Industrial  Education,  consisting  of  five  members,  was  duly  ap- 
pointed in  accordance  with  the  recommendations  of  the  Douglas 
Commission  on  Industrial  Education,  of  the  year  1906.  The 
Commission  has  made  great  progress  in  the  establishment  of  in- 
dustrial schools  and  courses.  February  i,  1909,  the  total  enroll- 
ment in  the  institutions  under  control  of  the  Commission  was 
over  3,000  pupils.  The  Commission  was  obliged  to  begin  at  the 
beginning,  as  there  were  no  State  industrial  improvement  schools 
or  trade  schools  in  existence  in  Massachusetts  when  the  Commis- 
sion was  organized.  The  industrial  schools  are  established  at 
Beverly,  Boston,  Brockton,  Cambridge,  Chicopee,  Lawrence, 
Montague,  Natick,  New  Bedford,  Northampton,  Pittsfield,  Taun- 
ton  and  Waltham.  In  addition,  Worcester  and  Lynn  have  taken 
steps  for  the  establishment  of  industrial  schools  to  be  under  the 
supervision  of  the  Commission  on  Industrial  Education.  The 
subjects  are  taught  in  day  schools  at  Montague  and  Northampton, 
and  in  evening  schools  in  the  other  cities  mentioned.  Laurence 
already  has  the  following  courses:  woolen  and  worsted  spinning 
and  weaving,  dobby  and  Jacquard  weaving,  woolen  and  worsted 
finishing,  cotton  spinning  and  weaving,  textile  designing,  indus- 
trial and  commercial  electricity,  practical  and  experimental  dye- 
ing; industrial  and  commercial  chemistry,  steam  engineering  for 
engineers  and  firemen,  cloth  calculations,  mill  arithmetic  and 
bookkeeping;  blue-print  reading  and  arithmetic  for  machinists; 
arithmetic  for  engineers  and  firemen,  loom  fixing  and  calculation, 
and  dressmaking.  At  Beverly,  instruction  is  given  in  machine 
drawing,  freehand  drawing,  architectural  drawing,  applied 


science,  gas  engines,  shop  mathematics,  and  engineering  mathe- 
matics. In  each  of  the  cities  new  industrial  subjects  are  being 
added  as  required.  Electricity,  clothing  economics,  food  eco- 
nomics, carpentry,  pattern  making,  tool  and  jig  making,  sheet 
metal  drafting,  ship  drafting,  woodworking,  clay  modeling,  milli- 
nery and  agriculture  are  some  of  the  subjects  developed  in  other 
schools.  The  excellent  yearly  and  special  reports  of  the  Massa- 
chusetts Commission  are  of  great  value  to  all  students  of 
industrial  education.  (Address  the  Secretary  of  the  Massa- 
chusetts Commission  on  Industrial  Education — Hon.  Chas.  H. 
Morse,  Boston — for  copies  of  the  reports.) 

Private  Foundations  Giving  Higher  Technical  Instruction. — 
The  Massachusetts  Institute  of  Technology,  at  Boston ;  Worcester 
Polytechnic  Institute,  at  Worcester;  Tufts  College  (P.  O.  Tufts 
College)  ;  and  Harvard  University,  at  Cambridge,  in  the  order 
given,  are  the  chief  institutions  in  Massachusetts  which  furnish 
higher  technical  instruction.  The  Massachusetts  Institute  of 
Technology  receives  a  portion  of  the  federal  aid  for  the  mechanic 
arts,  and  both  the  Massachusetts  Institute  of  Technology  and  the 
Worcester  Polytechnic  Institute  have  scholarships  maintained  by 
the  State.  Architects,  engineers,  and  manufacturing  chemists  are 
trained  in  the  foregoing  institutions.  Under  the  auspices  of  the 
Massachusetts  Institute  of  Technology,  the  Lowell  Institute 
School  for  Industrial  Foremen  has  been  established.  The  courses 
are  given  in  the  evening — one  mechanical  and  the  other  electrical. 
Each  extends  over  two  years.  S.,  202. 

Private  Foundations  of  Sub-Collegiate  Grade. —  (i)  The 
Franklin  Union,  at  Boston.  The  Franklin  Union  is  an  evening 
industrial  improvement  school.  It  is  in  charge  of  a  board  of 
trustees  known  as  the  Franklin  Foundation.  The  building  is 
beautiful  in  construction,  and  is  admirably  adapted  for  the  pur- 
pose of  the  school,  and  the  library  to  be  established.  The  Frank- 
lin Union  is  the  result  of  the  foresight  of  Benjamin  Franklin, 
who  left  a  modest  sum  of  money  to  be  compounded  for  a  period 
of  one  hundred  years.  The  fund  amounted  to  over  $400,000, 
eventually,  and  this  sum  was  duplicated  by  Mr.  Andrew  Carnegie. 
The  school  was  opened  for  the  first  time  in  September,  1908; 
evening  instruction  only  is  given.  It  was  the  original  plan  to 


92 

make  the  school  co-educational,  but  at  present  the  courses  are 
open  only  to  men  who  are  employed  during  the  day.  Classes 
are  held,  for  the  present  year,  on  three  nights  per  week,  from  the 
last  of  September  to*  the  first  of  April.  Tuition  fees  are  merely 
nominal.  Textbooks,  supplies  and  drawing  equipments  are  sold 
at  a  figure  considerably  below  the  usual  retail  prices.  During 
the  current  year,  instruction  is  given  in  the  following  subjects: 
mechanical  drawing,  machine  details,  mechanism,  drawing  for 
carpenters  and  builders,  shop  formulae  and  industrial  arithmetic, 
practical  mathematics  for  carpenters  and  builders,  industrial 
chemistry,  steam  engines  and  boilers,  industrial  electricity,  and 
mechanics.  L.  +  B.,  $475,000;  Endowment,  $408,000.  S.,  400. 
(2)  The  Evening  Trade  School  of  the  Massachusetts  Charitable 
Mechanic  Association,  at  Boston,  was  founded  in  1900.  The 
instructors  in  the  school  have  been  selected  from  the  members  of 
the  association.  Courses  are  given  in  plumbing,  carpentry,  sheet 
metal  work,  tile  setting,  bricklaying,  painting,  electricity,  and 
pattern  drafting.  The  classes  are  open  to  men  of  good  moral 
character,  who  are  over  seventeen  years  of  age,  and  are  able  to 
read  and  write.  The  tuition  fee  is  twelve  dollars  per  term.  A 
term  comprises  about  seventy  evenings.  The  complete  course  in 
each  trade  requires  three  terms.  Preference  is  given  to  those 
who  are  already  working  at  the  trade  in  which  they  wish  to 
obtain  instruction.  S.,  160.  The  annual  cost  of  instruction  per 
pupil  is  about  $43.  This  does  not  take  into  account  the  invest- 
ment in  land  and  buildings.  (3)  The  Wells  Memorial  Institute 
maintains  free  evening  lectures  in  electricity,  steam  and  steam 
engines,  mechanical  drawing,  practical  mechanics,  machine  ^draw- 
ing and  household  science,  and  free  evening  classes  in  millinery 
and  dressmaking.  Average  attendance  in  the  classes  mentioned, 
487;  total  enrollment  in  the  institution,  1,402.  (4)  Classes  in 
millinery,  dressmaking  and  other  industrial  subjects  for  women 
are  conducted  under  the  auspices  of  the  "Women's  Educational 
and  Industrial  Union"  of  Boston.  (5)  The  Boston  Trade 
School  for  Girls  is  similar  in  scope  to  the  Manhattan  Trade 
School  for  Girls.  The  enrollment  is  150,  divided  between  the  de- 
partments of  dressmaking,  60;  millinery,  50;  hat  manufacture, 
15;  clothing,  manufacture,  25.  Tuition  is  free.  Girls  are  ad- 


93 

mitted  at  the  age  of  fourteen.  The  school  courses  continue 
throughout  the  year.  The  annual  cost  of  instruction  per  pupil  is 
put  at  $120.  The  maintenance  is  chiefly  derived  from  private 
subscriptions.  A  building  is  rented  for  the  purposes  of  the  school 
for  $1,500  per  annum;  E.,  $2,000;  M.,  $18,000.  The  graduates 
make  good  wages  and  advance  rapidly  in  their  trades.  (6)  The 
North  End  Union,  at  Boston,  maintains  an  evening  school  of 
plumbing  and  a  day  sc^hool  of  printing.  The  instruction  is 
supported  by  tuition  fees  and  private  donations.  The  candidate 
for  the  plumbing  course  must  be  at  least  17  years  of  age.  He 
is  required  to  take  fifty  shop  lessons  and  nine  lectures.  He  pays 
a  tuition  of  ten  dollars;  S.,  34.  In  the  printing  department  can- 
didates must  be  at  least  sixteen  years  of  age.  They  work  daily 
throughout  the  year;  fees,  $100;  S-,  15.  (Anyone  desiring  to  see 
specimens  of  fine  industrial  school  printing  should  write  to  Super- 
intendent Samuel  F.  Hubbard,  North  End  Union,  Boston,  Mass. ) 
(7)  The  North  Bennett  Street  Industrial  School,  of  Boston,  has 
about  750  boys,  girls  and  women  attending  the  various  clubs  and 
classes.  Several  industrial  courses  are  given.  (8)  Under  the 
auspices  of  the  Hale  House,  instruction  in  manual  training,  cook- 
ing, sewing  and  drawing  is  given  to  a  large  number  of  boys  and 
girls.  (9)  The  Worcester  Domestic  Science  School,  at  Wor- 
cester, is  the  outgrowth  of  the  Oread  Institute,  now  closed.  In 
addition  to  the  regular  instruction  there  is  a  normal  course. 
L.  +  B.,  $10,000;  E.,  $5,000.  (10)  The  Farm  and  Trades 
School,  located  on  Thompson's  Island,  Boston,  admits  poor  boys 
between  the  ages  of  ten  and  fourteen.  Agriculture,  manual  train- 
ing and  printing  are  among  the  subjects  taught.  S.,  100;  L.+B., 
$372,129;  E.,  $29,570;  M.,  $29,000.  (n)  The  industrial  classes 
of  the  Y.  M.  C.  A.  and  the  Y.  W.  C.  A.,  especially  at  Boston,  but 
also  throughout  the  State,  are  largely  attended.  Other  institu- 
tions giving  some  industrial  or  manual  training  are :  The  People's 
Institute,  the  Boys'  Institute  of  Industry,  the  Hebrew  Industrial 
School,  the  School*  of  the  Museum  of  Fine  Arts,  the  Coyne 
School  and  the  McDowell  Millinery  and  Dressmaking  Schools 
of  Boston,  the  South  End  Industrial  School,  of  Roxbury;  the 
Apprentice  School  of  the  General  Electric  Company,  at  Lynn, 


94 

and  the  American  Steel  and  Wire  Company's  School,  at  Wor- 
cester. 

MICHIGAN. 

Manual  Training  and  Industrial  Education. — Without  special 
State  support,  manual  training  has  been  introduced  into  the  put> 
lie  schools  of  all  of  the  principal  cities  and  towns,  and  many  of 
the  smaller  municipalities.  A  few  rural  high  schools  have  been 
established  in  townships  where  there  are  no  graded  schools,  and 
these  institutions  usually  include  manual  training,  domestic  sci- 
ence and  the  elements  of  agriculture  in  their  courses  of  study. 
A  State  law  of  1907  authorizes  the  establishment  of  "county 
schools  of  agriculture  and  domestic  economy"  (one  in  each 
county,  or  counties  may  combine).  "Instruction  shall  be  given 
in  the  elements  of  agriculture,  including  instruction  concerning 
the  soil,  plant  life  and  the  aniaml  life  of  the  farm;  a  system  of 
farm  accounts  .shall  also  be  taught ;  instruction  shall  also  be  given 
in  manual  training  and  domestic  economy  and  such  other  related 
subjects  as  may  be  prescribed.  Each  such  school  shall  have  con- 
nected with  it  a  tract  of  land  suitable  for  purposes  of  experiment 
and  demonstration  of  not  less  than  ten  acres  in  area."  Tuition 
free.  Pupils  of  advanced  age  may  be  admitted  to  winter  courses. 
No  State  aid.  Menominee  county  established  the  first  school  of 
the  kind  to  be  under  the  Michigan  law.  The  county  voted 
$20,000  for  the  building  and  equipment  and  the  city  of  Menom- 
inee, where  the  school  is  located,  gave  a  tract  of  land  containing 
one  hundred  fifteen  acres.  This  school  opened  in  1908.  Admis- 
sion is  at  the  completion  of  the  eighth  grade  and  the  course  covers 
two  years.  There  are  no  important  trade  schools  in  the  State. 
Industrial  improvement  schools,  or  courses,  in  the  State  were  first 
established  at  East  Saginaw,  and  are  also  found  in  connection 
with  the  Y.  M.  C.  A.  work.  The  Detroit  Y.  M.  C.  A.  offers  in- 
struction in  the  trades,  as  well  as  industrial  improvement  courses. 
( i )  The  Muskegon  High  and  Hackley  Manual  Training  School 
is  a  well-developed  institution.  Pupils  must  have  completed  the 
seventh  grade  for  entrance  and  the  length  of  the  course  is  five 
years.  Endowment,  $610,000;  L.  +  B.,  $225,000;  E.,  $33,- 


95 

795-02;  M.,  $30,000.  Enrollment,  by  subjects:  Manual  train- 
ing, 435;  domestic  science,  242;  domestic  art,  287;  applied  art, 
141;  freehand  drawing,  181 ;  mechanical  drawing,  194;  physical 
training,  451. 

State  Schools. — The  University  of  Michigan,  at  Ann  Arbor, 
the  lergest  of  the  State  universities,  has  a  very  strong  depart- 
ment of  engineering  (S.,  1,700),  in  which  four-year  courses 
for  graduates  of  approved  high  schools  are  offered  in  civil,  me- 
chanical, electrical,  chemical,  marine  and  architectural  engineer- 
ing and  in  naval  architecture  and  architecture.  Two  townships 
of  land  given  to  the  University  by  the  Federal  Government  were 
sold  and  the  money  invested  so  that  the  proceeds  yield  an  annual 
income  of  $38,500.  The  State  makes  an  annual  appropriation 
of  the  proceeds  of  a  fa  mill  tax  ($667,351).  Student  fees  are 
low,  but  the  number  of  students  is  so  large  that  the  aggregate 
income  from  this  source  is  $322,853  (in  1908).  L.  +  B., 
$2,146,215;  E.,  $1,040,787;  M.,  $1,003,000;  S.,  5,010.  (2) 
The  Michigan  State  Agricultural  College,  at  Lansing,  the  first 
institution  of  the  kind  to  have  been  established  in  America 
(opened  early  in  1857,  offers  four  leading  courses,  in  agricul- 
ture, engineering,  home  economics  and  forestry.  Each  of  these 
requires  four  or  five  years  for  completion — four,  if  the  student 
is  a  graduate  of  an  accredited  high  school.  Short  courses  are 
also  offered,  farmers'  institutes  are  conducted  under  the  auspices 
of  the  college  and  a  Farm  Home  Reading  Circle  is  carried  on  by 
a  member  of  the  faculty.  The  State  Department  of  Public  In- 
struction has  arranged  with  professors  of  the  faculty  to  write 
bulletins  which  shall  be  of  assistance  to  teachers  of  rural  sub- 
jects, and  several  have  been  issued  already.  The  college  for- 
ests of  42,000  acres  give  ample  opportunity  to  conduct  prac- 
tical field  work  in  connection  with  the  summer  courses  in  for- 
estry. A  course  in  pedagogy,  which  tends  to  develop  into  indus- 
trial pedagogy,  is  frequented  by  intending  teachers.  Total  S., 
1,191.  (3)  The  Michigan  College  of  Mines,  at  Houghton,  in 
close  proximity  to  the  great  copper  and  iron  mines  of  the  North- 
ern Peninsula  and  the  Mesaba  Range,  is  one  of  the  most  efficient 
institutions  of  its  kind.  S.,  245.  (4)  The  Michigan  State  Nor- 
mal College,  at  Ypsilanti,  the  largest  college  for  the  training 


96 

of  teachers  in  the  world  (in  point  of  attendance  and  grade),  is 
fully  equipped  to  give  instruction  in  manual  training,  domestic 
science,  the  domestic  arts,  drawing  and  other  branches  demanded 
by  prospective  teachers.  Instructors  are  prepared  for  secondary 
schools,  and  also  for  work  in  the  elementary  grades  and  kin- 
dergarten. A  feature  introduced  in  recent  years  in  this,  as 
well  as  other  State  Normals  of  Michigan,  is  a  course  designed 
especially  for  prospective  teachers  in  the  rural  schools.  Manual 
training  for  the  rural  school,  drawing  for  the  rural  school,  agri- 
culture for  the  rural  school  and  the  other  subjects  to  be  taught 
are  organized  to  suit  the  particular  needs  of  the  rural  com- 
munity. This  striking  innovation,  together  with  the  introduc- 
tion of  county  normal  training  classes  in  the  several  counties, 
has  had  a  wonderful  effect  in  raising  the  standard  of  training 
required  of  rural  school  teachers  in  the  State.  (5)  The  State 
Normals  at  Mt.  Pleasant,  Kalamazoo*  and  Marquette  have  fol- 
lowed the  example  of  the  Ypsilanti  Normal  College  in  furnish- 
ing facilities  for  manual  training  and  allied  branches.  The  Kal- 
amazoo  Normal  is  conducting  an  interesting  experimental  ad- 
junct in  the  way  of  a  correspondence  school.  (6)  The  schools 
for  reformation  and  for  the  care  of  defectives  have  extensive 
industrial  departments. 

MINNESOTA. 

Manual  Training  and  Industrial  Education. — No  provision  for 
State  aid,  except  to  particular  schools.  Manual  training  and 
closely  related  subjects  are  taught  to  over  5,000  pupils^  in  the 
public  schools  of  the  State  annually.  Considerable  interest  has 
lately  been  manifested  in  "consolidation"  of  rural  schools,  and 
in  the  establishment  of  county  schools  of  agriculture,  and  Min- 
nesota will  doubtless  have  many  of  these  agencies  for  improve- 
ment before  long.  The  Mechanic  Arts  High  School,  of  St. 
Paul,  is  installed  in  a  building  which  cost  $100,000.  It  is  to 
have  a  new  structure,  to  cost  $150,000.  Present  outlay  for  sal- 
aries, $30,000  annually.  S.,  692. 

State  Schools. — The  University  of  Minnesota,  at  Minneapolis, 
includes  in  its  faculties  the  College  of  Agriculture  (receiving 


97 

the  Federal  grants),  the  College  of  Engineering  ajid  the  Me- 
chanic Arts,  the  School  of  Chemistry  and  the  School  of  Mines. 
The  University  has  an  endowment  of  about  $1,500,000  and 
property  worth  several  millions.  It  has  no  separate  endowment 
for  its  various  schools  and  colleges.  In  the  College  of  Agricul- 
ture, a  portion  of  the  work  is  taken  in  the  College  of  Science, 
Literature  and  the  Arts.  Courses  in  agriculture  and  kindred 
subjects,  forestry,  home  economics  and  a  normal  course  are 
offered  in  the  College  of  Agriculture.  Short  courses  are  given 
also.  Hydraulic  and  municipal  engineering,  railway,  civil,  struc- 
tural, mechanical,  electrical  and  experimental  engineering  are 
taught  in  the  college  devoted  to  the  mechanic  arts  and  engi- 
neering. The  University  maintains  a  dairy  school  at  St.  Anthony 
Park,  a  school  of  agriculture  at  Crookston  and  United  States 
Experiment  Stations,  or  sub-stations,  at  several  points.  S.  in 
Univ.,  4,600.  (2)  The  State  Normal  Schools  at  Winona.  Man- 
kato,  St.  Cloud,  Moorhead  and  Duluth  have  facilities,  in  gen- 
eral, for  instruction  in  manual  training  and  domestic  science. 
(3)  The  Minnesota  School  for  the  Deaf,  at  Faribault,  gives  a 
choice  of  ten  trades  to  the  inmates.  The  Minnesota  School 
for  the  Blind,  likewise  at  Faribault,  has  some  industrial  work. 
The  School  for  Feeble-Minded  and  Colony  for  Epileptics  offers, 
to  the  most  capable  of  its  pupils,  instruction  in  printing,  tailoring 
and  dressmaking,  farming,  carpentry,  cabinet  work,  wood-turn- 
ing, mat  weaving  and  brush  making. 

Indian  Schools. — Schools  furnishing  industrial  training  of 
various  kinds  to  Indian  pupils  are  found  at  Morris,  Pipestone, 
White  Earth  and  Tower: 

MISSISSIPPI. 

Manual  Training  and  Industrial  Education. — Manual  training 
has  been  introduced  in  a  few  public  schools.  In  all  the  elemen- 
tary public  schools  agriculture  must  be  taught.  Purely  indus- 
trial schools  are  not  to  be  found. 

State  Schools. — (i)  The  University  of  Mississippi,  at  Uni- 
versity, has  a  few  students  in  its  civil,  electrical  and  mining  en- 

7  ED 


98 

gineering  courses;  total  S.,  348.  (2)  The  Mississippi  Agricul- 
tural and  Mechanical  College,  at  Agricultural  College  (near 
Starkville) ,  has  the  following  schools :  Agriculture,  engineering, 
textile  industry,  industrial  pedagogy.  Regular  four-year  courses 
and  short  courses  are  given  (including  those  of  the  summer  ses- 
sion). Ent.  req.  for  freshman  class:  good  health,  age  at  least 
sixteen,  ability  to  pass  a  good  examination  in  English  grammar, 
arithmetic,  geography  and  history  of  the  United  States.  The 
institution  is  wisely  meeting  a  great  need  through  the  develop- 
ment of  its  School  of  Industrial  .Pedagogy,  where  educational 
theories  and  practices  are  taught  in  conjunction  with  the  techni- 
cal training.  Another  innovation  which  places  the  College  among* 
the  ranks  of  the  leaders  is  the  introduction  of  a  "practical  work- 
ing boys'  course,"  where  boys  or  young  men  who  come  to  the 
school  with  no  capital  but  grit  and  determination  are  given  the 
opportunity  of  working  on  the  farm,  for  pay,  with  evening  in- 
struction, until  able  to  afford  the  day  courses.  Sixty-five  indi- 
viduals were  enrolled  in  the  "working  boys'  course"  last  year. 
In  the  short  courses,  the  instruction  in  agriculture,  cotton  manu- 
facturing, textile  chemistry  and  dyeing  and  industrial  pedagogy 
is  the  feature.  The  School  of  Textile  Industry  includes  the  de- 
partments of  yarn  manufacture,  textile  chemistry  and  dyeing, 
hand  and  power  weaving,  designing  and  fabric  analysis,  and  aims 
"to  supply  strictly  technical  training  in  the  theory  and  practice  of 
cotton  manufacturing  in  all  its  branches."  S.  in  the  college, 
1,378  (including  363  in  summer  school  and  263  in  preparatory 
department).  The  following  account  of  the  status  of  the  Agri- 
cultural Land  Scrip  Fund,  donated  by  the  United  Stateg  Govern- 
ment, is  of  interest:  "The  scrip,  representing  207,920  acres  of 
public  land,  was  sold  for  about  ninety  cents  per  acre,  realizing 
in  currency  $188,298.  This  amount,  by  judicious  management, 
was  increased  to  $227,150,  which  is  now  in  the  State  treasury, 
represented  by  thirty-two-year  bonds,  running  from  1896  to 
1928,  bearing  six  per  cent,  interest  per  annum.  The  Legislature, 
by  act  o>f  February  28th,  1878,  divided  the  sum  equally  between 
Alcorn  Agricultural  and  Mechanical  College  (for  colored,  see 
below)  and  the  Mississippi  Agricultural  and  Mechanical  College. 
The  proceeds  of  a  sale  of  bonds  for  $15,000,  authorized  by  the 


99 

Legislature  for  the  purchase  of  lands,  left  in  the  treasury  to  the 
benefit  of  the  latter  college  $98,575,  yielding  an  annual  income 
of  $5,914.50."  (3)  The  Mississippi  Industrial  Institute  and  Col- 
lege, at  Columbus,  is  the  State  college  for  women,  and  claims 
to  be  the  first  of  the  type  ever  established  (1884).  Besides  other 
courses  it  offers  instruction  in  dressmaking,  telegraphy,  decora- 
tive and  applied  design,  photography,  millinery,  domestic  science 
and  home  economics.  Proficiency  in  grammar  school  subjects 
is  required  for  entrance.  •  S.,  800  (college,  400;  normal,  200; 
taking  industrial  subjects,  or  commercial,  200).  Endowment, 
$157,650.  Maintenance,  from  interest  on  endowment,  tuition 
in  music  department  (other  departments  are  free),  and  balance 
from  the  State  appropriations.  L.+B.,  $50,000;  E.,  $25,000; 
M.,  $70,000;  cost  of  inst,  $100  annually  per  pupil.  (4)  Alcorn 
Agricultural  and  Mechanical  College  (for  colored),  at  Alcorn, 
offers  degree  courses  in  agriculture  and  horticulture,  and 
also,  instruction  in  a  full  list  of  trades.  L.+B.,  $225,000; 
M.  from  United  States,  $29,830.44;  from  State,  $15,050.  S., 
542  (of  these,.  439  in  preparatory  department)  ;  annual  cost  of 
inst.,  $83  per  pupil. 

Private  Foundations  for  Colored. — Rest  University,  at  Holly 
Springs,  requires  every  student  enrolled  to  take  some  manual 
or  industrial  training.  S.,  366.  Other  schools,  for  colored,  with 
manual  or  industrial  courses  are  Tougaloo  University,  Tougaloo ; 
Mary  Holmes  Seminary,  West  Point;  Okolona  Industrial  Col- 
lege, Okolona;  Meridian  Academy,  Meridian;  Lincoln  School, 
Meridian;  Jackson  College,  Jackson;  Kosciusko  Industrial  Col- 
lege, Kosciusko;  Southern  Christian  Institute,  Edwards,  and 
Mount  Hermon  Seminary,  Clinton. 

MISSOURI. 

Manual  Training  and  Industrial  Education. — No  mandatory 
provisions  or  special  State  aid.  In  the  public  elementary  schools 
of  the  principal  cities  and  towns  manual  training  is  found,  and  in 
quite  a  number  of  high  schools  manual  training,  and  in  a  few 
domestic  science  and  domestic  art,  are  subjects  having  place  in 
the  curriculum.  In  its  Teachers  College  the  University  of  Mis- 


100 

souri  maintains  a  well-equipped  manual  training  department  for 
the  preparation  of  teachers.  Within  the  past  few  years  it  also 
has  developed  a  strong  department  of  domestic  science.  Ele- 
mentary agriculture  is  taught  at  the  five  State  normal  schools. 
The  normal  schools  at  Kirkville  and  Warrensburg  have  good 
courses  in  domestic  science,  and  are  developing  courses  in  do- 
mestic art.  Under  the  inspiration  of  these  State  schools  and 
Washington  University  of  St.  Louis  the  high  schools  are  taking 
up  the  new  subjects  and  handling  them  very  successfully.  This 
is  especially  true  of  the  high  schools  of  the  cities  of  St.  Louis, 
Kansas  City,  St.  Joseph,  Springfield,  Joplin,  Independence, 
Moberly,  Mexico,  Webb  City  and  Warrensburg.  ( i )  The  Man- 
ual Training  School  of  Washington  University,  St.  Louis,  opened 
in  1880,  was  "the  first  institution  of  high  school  grade  to  make 
instruction  in  the  mechanic  arts  an  essential  part  of  its  curricu- 
lum." It  has  greatly  influenced  the  manual  training  movement. 
A  four-years  course  is  given  to  graduates  of  the  elementary 
schools.  "The  course  of  study  is  designed  to  combine  manual 
with  mental  training;  to  put  the  liberal  arts  and  the  mechanic 
arts  side  by  side;  to  deal  simultaneously  with  material  forces 
and  appliances  and  spiritual  forces  and  appliances;  to  cultivate 
the  judgment  and  executive  faculties  as  weir  as  the  memory  and 
the  understanding;  to  extend  the  'humanities'  so  as  to  include 
human  life,  human  activities  and  human  needs  as  they  exist 
now."  The  school  leads,  naturally,  to  the  higher  technical  col- 
leges. Tuition,  $100  to  $150  per  annum.  L.,  $32,653 ;  B.,  $163,- 
804;  E.,  $26,413;  M.,  $28,398.  S.,  230.  Other  important 
manual  training  high  schools  at  St.  Louis  are  the  tMcKinley, 
Yeatman  and  Central.  Kansas  City  has  an  important,  manual 
training  high  school  also  (L.  +  B.  +  E.  =  $203,550). 

State  Schools. —  (i)  The  University  of  Missouri,  located 
chiefly  at  Columbia,  includes  in  its  organization  also  the  School 
of  Mines  and  Metallurgy,  at  Rolla  (S.,  229).  The  departments 
at  Columbia  with  which  this  memorandum  is  chiefly  concerned 
are  Teachers  College,  the  School  of  Agriculture  and  the  Depart- 
ment of  Engineering.  Teachers  College  is  one  of  the  best  de- 
veloped institutions  of  its  kind  in  the  country,  and  includes  in 


101 

its  courses  a  variety  of  sub- vocational  subjects,  home  economics 
and  allied  branches.  The  School  of  Agriculture  receives  Federal 
aid  and  offers  a  number  of  full  and  short  courses.  University 
extension  centers  are  maintained  in  such  localities  as  Joplin, 
Mexico,  Clinton,  Kansas  City,  Clinton  and  St.  Louis.  S.  in 
Universities,  2,536.  (2).  Lincoln  Institute  (for  colored),  at 
Jefferson  City,  shares  in  the  Federal  grants  for  agriculture,  and 
receives  State  appropriations.  In  addition  to  the  academic 
branches,  agriculture,  millinery,  sewing,  cooking  and  shop  and 
building  trades  are  taught.  S.,  540. 

Private  Foundation. — Washington  University,  at  St.  Louis, 
has  strong  engineering  departments. 

Reform  Schools. — The  Missouri  Training  School  for  Boys, 
at  Booneville ;  the  State  Industrial  Home  for  Girls,  at  Chillicothe, 
and  the  St.  Louis  Industrial  School,  at  St.  Louis,  are  reform 
schools  in  which  industrial  training  is  given. 

School  for  Defestives. — The  Missouri  School  for  the  Blind,  at 
St.  Louis,  and  the  Missouri  School  for  the  Deaf,  at  St.  Louis, 
are  State  schools  for  defectives,  and  manual  and  industrial  train- 
ing (including  some  trades)  are  encouraged  here. 

Trade  School — The  David  Rankin,  Jr.,  School  of  Trades, 
located  at  St.  Louis,  is  equipped  with  millions  of  endowment  and 
bids  fair  to  become  one  of  the  strongest  institutions  for  the  teach- 
ing of  trades  to  be  found  in  the  country. 

Miscellaneous  Schools. — The  St.  Louis  Watchmaking  School, 
the  Southwestern  Railway  Telegraph  School  and  the  Y.  M.  C.  A. 
educational  departments,  at  St.  Louis,  are  institutions  offering 
trades  or  industrial  improvement  instruction. 

Additional  School  for  Colored. — George  R.  Smith  College,  at 
Sedalia,  affords  some  manual  and  trades  instruction. 

MONTANA. 

Manual  Training. — There  is  no  provision  in  the  State  law  for 
the  direct  payment  from  the  State  treasury  for  manual  training 
in  the  public  schools.  The  State  law  apportions  public  school 
funds  to  the  several  counties  of  the  State.  The  last  apportion- 
ment was  $3.10  per  capita.  This  money  may  be  used  for  general 


IO2 

school  purposes,  and  some  of  it  is  devoted  to  manual  training. 
In  connection  with  the  high  school  courses  at  Helena,  Butte,  and 
Billings,  manual  training  is  taught,  as  also  in  the  grades  in  the 
foregoing  cities  and  in  Bo<zeman,  Great  Falls  and  Missoula.  The 
college  at  Deer  Lodge  maintains  a  course  in  manual  and  industrial 
training.  The  Beaverhead  County  H.  S.,  at  Dillon,  gives  a  four 
years'  agricultural  course  and  a  two  years'  course  in  domestic 
science.  L.+B.,  $35,000;  E.,  $4,000;  M.,  $10,855.70.  Annual 
cost,  of  instruction  per  pupil,  $86.47.  S.,  92  (12  in  agricultural, 
20  in  commercial  course) .  "The  most  grievous  difficulty  which 
we  have  encountered  is  the  lack  of  suitable  textbooks  in  agricul- 
ture. We  solve  it  by  using  what  books  there  are  written  on 
various  subjects  of  agriculture,  if  not  too  technical  or  advanced. 
The  instructor  is  an  agricultural  college  graduate  who  rewrites 
some  parts.  He  also>  dictates  in  the  case  of  subjects  where  there 
are  no  texts"  (From  letter  of  the  principal  to  the  Commission). 
The  State  Normal  School,  at  Dillon,  furnishes  instruction  in 
manual  training  and  domestic  science. 

Industrial  Education. — There  are  no  industrial,  or  trade  schools 
in  the  State,  unless  the  Indian  schools  at  Fort  Shaw,  Harlem 
(Fort  Belknap),  and  Poplar  may  be  included  in  the  list  of  indus- 
trial institutions.  The  manual  work  taught  here  is  very  ele- 
mentary, however.  Likewise  is  that  of  the  reform  schools — 
Montana  State  Reform  School,  at  Miles  City,  and  Butte  Indus- 
trial School,  at  Butte. 

State  Schools. — (i)  The  University  of  Montana  (Missoula) 
has  a  strong  engineering  and  trades  department.  The  institution 
was  given  a  Federal  endowment  of  72  sections  of  land.t  S.,  291, 
of  whom  about  100  are  of  preparatory  grade.  (2)  Montana  State 
College  of  Agriculture  and  Mechanic  Arts  (Bozeman).  This 
institution  receives  the  annual  Federal  grants  for  agriculture, 
and  was  deeded  140,000  acres  of  land  by  the  Federal  Government 
as  a  permanent  endowment.  The  land  cannot  be  sold  at  less  than 
$10  per  acre.  The  college  is  well  developed,  and  offers  a  variety 
of  farm  and  engineering  courses.  S.,  419,  of  whom  220  were 
classed  in  the  preparatory  department,  or  in  the  school  of  music. 
(3)  Montana  School  of  Mines  (Butte).  Gives  a  highly  practical 


103 

course  in  mining  engineering.     S.,  76.     Cost  of  instruction  per 
pupil,  $400  annually. 

NEBRASKA. 

Manual  Training,  and  Industrial  Education. — No  State  pro- 
vision except  that  referring  to  manual  training,  domestic  science 
and  the  elements  of  agriculture  in  county  high  schools.  These 
subjects  must  be  taught  in  the  ninth  and  tenth  grades  of  the 
schools  mentioned  above,  and  in  the  eleventh  and  twelfth  grades 
the  theory  and  practice  of  agriculture  are  required  subjects.  Only 
one  county  high  school  has  been  established  as  yet  in  Nebraska 
(under  the  recent  law),  the  Kimball  County  High  School,  at 
Kimball,  but  Wheeler  county  is  taking  steps  for  the  introduction 
of  such  a  school,  and  in  other  counties  the  question  is  receiving 
consideration.  York,  Lincoln,  Omaha,  Columbus,  Beatrice, 
Crete,  Geneva,  Fairmont,  Hebron  and  Holdrege  are  municipali- 
ties having  manual  training  instruction  in  the  high  schools.  The 
Kearney  State  Normal,  the  Peru  State  Normal,  and  Wayne  Nor- 
mal School  teach  manual  training  and  domestic  science.  In  the 
Indian  schools,  known  as  the  Geona  Indian  School,  at  Genoa,  and 
the  Santee  Normal  Training  School,  at  Santee;  in  the  reform 
schools,  designated  as  the  Industrial  School  for  Boys,  at  Kearney, 
and  the  Industrial  School  for  Girls,  at  Geneva;  in  the  Institute 
for  the  Blind,  at  Nebraska  City;  in  the  School  for  the  Deaf,  at 
Omaha;  and  in  the  Institute  for  Feeble-Minded  Youth,  at  Bea- 
trice, manual  training  or  trades  instruction,  or  both,  are  given. 
There  are  no  trade  schools  in  Nebraska. 

State  University — The  University  of  Nebraska,  at  Lincoln,  has 
an  Industrial  College,  which  offers  engineering  courses,  and  agri- 
cultural instruction.  This  department  secures  for  the  institution 
the  Federal  grants.  In  the  Industrial  College  are  the  secondary 
schools  of  Agriculture  and  Mechanic  Arts,  furnishing  courses  of 
two  or  three  years,  ^or  less,  to  students  at  least  sixteen  years  of 
age,  and  who  present  satisfactory  proof  of  an  understanding  of 
arithmetic  and  elementary  English  grammar.  S.  in  university, 
3,237.  Like  at  least  ten  other  State  universities,  the  University 


IO4 

of  Nebraska  receives  a  large  part  of  its  income  from  a  State  tax 
—a  "mill  tax." 

NEVADA. 

Manual  Training  and  Industrial  Education. — Nothing  of  im- 
portance has  been  done  in  Nevada  in  the  way  of  manual  training 
instruction.  There  are  no  industrial  schools  in  the  State,  except 
as  noted  below  (Sparks). 

State  Schools. —  (i)  The  University  of  Nevada  (Reno)  is 
the  only  institution  of  college  grade  within  the  borders  of  the 
State.  It  has  a  College  of  Agriculture  (one  student  in  1908), 
and  receives  the  Federal  grants.  Of  importance  industrially  are 
also  the  short  courses,  the  university  schools  of  mechanical  en- 
gineering, of  civil  engineering,  of  domestic  science  (one  student 
in  1908),  and  the  Mackay  School  of  Mines,  free  tests  of  ores 
are  made).  The  University  High  School  and  the  State  Normal 
School,  both  in  connection  with  the  University,  furnish  instruc- 
tion in  manual  training  and  domestic  science,  agriculmre,  animal 
husbandry  and  horticulture.  The  Mechanical  Engineering  De- 
partment of  the  University  gives  instruction  to  the  apprentices 
(37)  in  the  railroad  shops  of  the  Southern  Pacific  Company  at 
Sparks — two  evenings  each  week  in  elementary  mechanical  draw- 
ing and  the  elements  of  steam  design.  Total  S.  at  Reno,  316 
(125  in  Univ.  H.  S.,  19  in  Normal  School,  62  in  liberal  arts, 
6 1  in  mining,  9  in  general  science,  38  in  engineering).  (2)  The 
Virginia  City  Mining  School  (est.  1903,  by  the  Legislature)  is 
intended  to  be  of  help,  vocationally,  to  the  miner,  no  matter  what 
his  previous  schooling.  The  school  is  growing  steadily.  S.  35- 

Indian  Schools. — The  Western  Shosbone  School  at  Owyhee 
and  the  Carson  Indian  Training  School,  at  Stewart,  devote  about 
50  per  cent,  of  the  time  of  instruction  to  manual  work. 


NEW    HAMPSHIRE. 

Manual  Training  and  Industrial  Education. — No  special  pro- 
vision in  State  laws.  Manual  training  is  taught  in  the  seventh 
and  eighth  grades  and  in  the  high  schools  at  Berlin  and  Con- 


105 

cord,  in  the  eighth  and  ninth  grades  at  Manchester  and  the  ele- 
mentary grades  at  Rochester.  The  Gilmanton  and  Coe's  North- 
wood  Academy  are  giving  agricultural  courses.  The  "standard 
program  of  studies  for  secondary  schools,"  issued  by  the  De- 
partment of  Public  Instruction,  outlines  a  course  in  agriculture. 

State  Schools. — The  New  Hampshire  College  of  Agriculture 
and  the  Mechanic  Arts,  at  Durham,  offers  a  general  course — 
mechanical,  electrical  and  chemical  engineering;  a  two  years' 
and  a  four  years'  course  in  agriculture,  besides  short  courses  for 
farmers.  S.,  212. 

Private  Foundation. — (i)  The  Manchester  Institute  of  Arts 
and  Sciences  is  not  a  technical  or-  industrial  school  in  the  strict 
sense,  but  affords  some  industrial  training.  There  is  a  wide 
range  of  subjects — from  woodcarving  to  esperanto.  Funds  are 
derived  from  annual  member  ship  fees  ($3.00  for  adults,  5oc. 
for  children).  Members  are  entitled  to  all  privileges  (lectures, 
concerts,  classes,  etc.)  without  further  cost.  M.,  $4,275  S.,  600 
(274  in  Art  Department).  Quarters  are  rented.  (2)  Dart- 
mouth College,  at  Hanover,  and  St.  Anselm's,  at  Manchester, 
offer  single  engineering  courses. 

NEW  JERSEY. 

Manual  Training. — Under  the  Manual  Training  Act,  which  has 
been  in  force  for  over  twenty  years,  some  fifty  school  districts  now 
avail  themselves  of  the  State  aid  for  manual  training.  The  State 
support  duplicates  the  amount  expended  by  the  local  district 
itself  each  year  for  the  maintenance  of  manual  training  instruc- 
tion, but  the  minimum  sum  to  be  received,  annually,  from  the 
State  treasury  by  any  district  is  $250  and  the  maximum  is 
$5,000.  The  legislative  appropriations  in  1908  for  the  duplica- 
tion of  local  manual  training  expenditures  amounted  to  $85,000 
($10,000  +  $75,000).  The  manual  training  appropriation  for 
the  fiscal  year  became  exhausted  early  in  the  summer  of  1908, 
due  to  the  increasing  number  of  applications.  It  is  chiefly  in 
the  elementary  schools  that  manual  training  is  taught  in  the 
State,  although  it  is  also  found  in  the  high  schools  of  several 
districts.  The  time  devoted  to  manual  training  varies  in  the 


io6 

schools  of  the  different  localities,  but  the  annual  reports  show 
that  the  boys  and  girls  throughout  the  State  who  are  enrolled 
for  this  subject  (some  in  one  branch  of  it;  some  for  more  than 
one)  average  a  total  of  about  one  and  one-half  hours  per  week 
in  the  work.  It  is  only  necessary  to>  inspect  the  manual  training 
classes  in  the  various  districts  to  become  convinced  that  the  in- 
struction is  in  the  hands  of  a  competent  and  devoted  body  of 
teachers  and  supervisors. 

Industrial  Education. — The  Industrial  Education  Act  dates 
back  to  1881,  with  slight  modifications.  It  provides  for  the 
duplification,  by  the  State,  of  moneys  contributed  in  any  local- 
ity (not  less  than  three  thousand  dollars)  for  the  establishment 
of  an  industrial  school.  For  maintenance,  the  State  likewise 
duplicates  the  local  appropriations  annually,  but  not  to  exceed 
$7,000  per  annum  to  any  one  school.  The  legislative  appropria- 
tion for  industrial  education,  in  1908,  was  $20,000  ($7,000  each 
for  the  Trenton  and  Newark  schools,  and  $6,000  for  that  of 
Hoboken).  This  year,  each  of  the  three  State  industrial  schools 
receives  the  maximum  State  appropriation,  $7,000.  There  is  a 
separate  board  of  trustees  for  each  school,  independent  of  the 
local  boards  of  education,  and  of  the  State  Board  for  the  common 
schools.  The  Governor  of  the  State,  ex-officio,  the  mayor  of  the 
municipality  in  which  the  school  is  located,  ex  ofUcio,  and  six 
other  individuals,  resident  in  the  locality,  and  appointed  by  the 
Governor,  constitute  the  board  for  each  school.  In  the  order  of 
their  founding,  the  institutions  are  as  follows:  (i)  The  Newark 
Technical  School  (established  1884  or  1885).  Co-educational, 
but  organized  chiefly  for  male  students.  The  only  director  the 
school  has  ever  had,  Professor  Charles  A.  Colton  (Columbia  Uni- 
versity, School  of  Mines),  entered  upon  the  duties  of  organiza- 
tion and  management  December  I5th,  1884.  At  the  outset,  a 
small  building,  with  four  classrooms,  was  rented.  The  school 
was  opened  February  gth,  1885.  Later,  the  present  site  was  pur- 
chased for  $14,000,  and  in  1892  the  director  undertook  the  task 
of  raising  money  by  private  subscription  for  the  erection  of  a 
suitable  building — to  cost  $40,000.  By  the  beginning  of  the  year 
1893,  the  subscriptions  amounted  to  $23,000.  Then  came  the 
country-wide  financial  panic,  and  but  little  could  be  done.  In 


1896,  the  building  fund  had  reached  $26,000.  To  this,  the  com- 
mon council  added  $5,000,  and  the  erection  was  begun  of  the 
building  now  occupied.  The  school  has  long  since  outgrown  its 
present  quarters,  and  a  new  building  is  urgently  needed.  The 
instruction  has  been  given  almost  exclusively  in  the  evening. 
The  institution  is  an  industrial  improvement  school,  with  a  trade 
course  in  plumbing.  Until  recently,  applicants  for  admission 
(not  under  sixteen  years)  were  required  to  show  evidence  of 
previous  training  at  least  equal  to  eighth  grade  graduation. 
Although  this  is  still  the  standard  demanded  for  entrance  to 
some  courses,  the  trustees  have  lately  made  a  beginning  toward 
meeting  the  new  demand  for  elementary  industrial  instruction  for 
adults,  by  providing  a  course  for  machinists  in  which  the  academic 
standard  for  admission  is  not  so  high.  This  is  to  be  followed  by 
the  introduction  of  courses  for  carpenters,  molders,  and  the 
representatives  of  other  industries.  The  subject  matter  will  be 
organized  to  suit  the  needs  of  each  group  of  workers.  The 
school  year  extends  from  about  the  first  of  October  until  the 
middle  of  .May,  and  is  divided  into  two  terms.  The  general 
technical  course,  and  the  courses  in  building  construction,  and  in 
jewelry  and  silverware  design,  are  five  years  in  duration.  Tuition 
is  free  to  residents  of  the  municipality,  in  the  general  technical 
and  building  construction  courses.  In  the  course  in  designing 
for  jewelers  and  silversmiths,  the  tuition  for  all  students  is  $5 
per  term  for  the  first  year,  and  $7.50  per  term  for  the  succeeding 
years.  There  are  two-year  courses  in  theoretical  and  applied 
electricity,  and  in  electric  wiring;  in  electroplating,  and  in  plumb- 
ing, with  tuition  charges  of  $5  to  $7.50  per  term.  Instruction  is 
also  given  in  mechanical,  architectural,  and  freehand  drawing;  in 
illustration;  in  modeling;  in  drawing  from  life;  in  industrial 
mathematics;  industrial  chemistry,  and  several  other  subjects  of 
value  to  those  occupied  in  the  industries.  About  four  hundred 
students  are  enrolled  during  the  year.  The  city  of  Newark 
appropriates  $10,000  annually  toward  the  maintenance  of  the 
institution.  (The  cost  of  instruction,  and  other  information  con- 
cerning the  N.  T.  S.,  is  given  in  Appendix  C.)  (2)  The 
Hoboken  Industrial  School  was  organized  in  1888.  It  is  housed 
in  a  building  which  includes  also  the  Free  Public  Library.  The 


io8 

cost  of  the  edifice  was  $76,000,  of  which  the  city  of  Hoboken  paid 
$50,000.  The  balance  was  subscribed  by  the  Stevens  family 
(founders  of  the  Stevens  Institute  of  Technology),  with  the 
understanding  that  a  home  for  couses  in  industrial  education 
should  be  provided  in  the  building.  The  trustees  of  the  State 
Industrial  School  are  granted,  by  the  city,  the  use  of  the  premises. 
They  conduct  the  industrial  school  in  the  evening,  and  during 
the  day  maintain  a  manual  training  school  for  pupils  who  come 
from  the  fifth,  sixth,  seventh  and  eighth  grades  of  the  public 
schools.  The  pupils  in  these  gdares  are  required  to  take  from  one 
to  one  and  one-half  hours  per  week  in  either:  (a)  sewing  (girls, 
in  fifth  and  sixth  grades)  ;  (&)  cooking  (girls,  in  seventh  and 
eighth  grades)  ;  (c)  modeling,  etc.  (boys,  in  fifth  and  sixth 
grades)  ;  (d)  woodworking  (boys,  seventh  and  eighth  grades). 
The  instructors  are  paid  by  the  trustees  of  the  State  Industrial 
School,  and  the  work  is  done  without  charge  to  the  local  board 
of  education.  The  sewing  is  taught  in  the  city  schoolrooms,  and 
the  other  subjects  at  the  Industrial  School.  The  manual  training 
work  is  given  a  trend  as  live  and  vital  as  is  possible.  It  is  the 
expressed  desire  of  the  city  superintendent  of  schools  to  provide 
for  manual  training  instruction  in  the  regular  school  buildings, 
so  that  the  Industrial  School  may  be  devoted  by  its  trustees 
entirely  to  industrial  education.  The  enrollment  for  1907-08 
was:  in  woodworking,  770;  in  clay  modeling,  325;  in  sewing, 
900;  in  cooking,  305.  The  industrial  education  classes  are  held 
for  two  hours  during  the  evenings — on  Mondays,  Wednesdays 
and  Fridays — throughout  the  months  of  November,  December, 
January  and  February.  Enrollment :  in  industrial  mathematics, 
17;  in  mechanical  drawing,  174;  in  industrial  sewing,  no;  in 
cooking,  45.  The  night  school  pupils  are  past  the  compulsory 
school  age.  Professor  Egbert  C.  McNary  is  the  head  of  the 
institution.  M.,  in  1907-' 08,  $11,373.98 — of  which  about  $1,400 
was  expended  upon  the  industrial  (night)  school.  The  appro- 
priation of  the  Common  Council  was  $6,000;  and  an  equal 
amount  was  received  from  the  State  treasury.  This  year,  each 
contributes  $7,000.  (3)  The  School  of  Industrial  Arts,  Trenton. 
This  institution  was  organized  in  1898,  as  the  outgrowth  of  an 
evening  drawing  course  which  had  been  maintained  for  about  a 


109 

decade  previously.  In  1902,  it  was  put  under  the  management 
of  a  board  appointed  in  accordance  with  the  Industrial  Education 
Act  of  1881.  Its  growth  during  the  past  few  years  has  been 
especially  noteworthy.  In  1906,  Professor  Frank  Forrest  Fred- 
erick, who  for  sixteen  years  had  been  at  the  head  of  the  Depart- 
ment of  Art  and  Design,  in  the  University  of  Illinois,  was 
appointed  director.  The  institution  is  a  combination  of  an  indus- 
trial improvement,  industrial  art,  and  fine  arts  school,  but  the 
industrial  improvement  side  may  be  said  to  preponderate.  There 
are  both  day  and  evening  classes  (the  latter  are  most  frequented 
in  the  industrial  improvement  subjects),  and  special  courses  on 
Saturdays  for  children  and  teachers.  Bookbinding,  porcelain 
designing,  ceramics,  and  modeling  designed  to  bear  directly  on 
the  pottery  trade,  are  some  industrial  courses  offered  here  which 
are  not  as  yet  developed  at  the  other  State  industrial  schools. 
The  art  side  of  the  school  is  naturally  important.  There  has  lately 
been  a  tendency  to  seek  to  build  up  courses  of  particular  value  to 
the  local  industries.  The  class  in  mechanical  drawing  is  large. 
Tuitions  are  about  the  same  as  given  above  (for  Newark). 
S.,  345.  There  were  no  graduates  before  1907;  since  that  date 
there  have  been  eleven.  Income :  from  the  State,  $7,000 ;  from 
the  city  of  Trenton,  $7,000;  from  tuitions,  $1,000.  E-,  $3,000. 
The  school  is  located  in  an  old  building  formerly  used  as  a  private 
residence  (with  annex),  which  is  rented.  A  suitable  housing  is 
very  much  needed  (Sp.,  also  Appendix  C). 

State  Manual  Training  and  Industrial  School  for  Colored 
Youth. — This  institution,  located  near  Bordentown,  has  been  un- 
der State  control  since  1894.  It  is  supervised  by  a  committee  of 
the  State  Board  of  Education.  A  farm  of  225  acres  is  devoted 
to  the  use  of  the  school.  There  is  an  administrative  building, 
besides  two  dormitories,  a  laundry  and  several  farm  buildings. 
Until  recently  very  little  industrial  instruction  was  given,  but 
under  the  present  director,  Professor  J.  Thomas  Caruthers 
(graduate  of  the  Massachusetts  Agricultural  College  at  Am- 
herst),  the  industrial  departments  are  being  developed  rapidly. 
The  institution  is  co-educational.  About  68  girls  and  56  boys 
are  enrolled.  In  addition  to  the  necessary  academic  training  the 
boys  are  taught  carpentry  and  agriculture.  It  is  the  plan  to  in- 


no 

troduce  a  variety  of  trades  in  the  near  future.  The  girls  are  given 
instruction  in  sewing,  cooking,  laundry  work  and  basketry.  Can- 
didates for  admission  to  the  school  must  be  14  years  of  age  or 
over.  Students  from  outside  the  State  are  not  admitted.  Schol- 
astic requirements  for  entrance :  ability  to  read  and  write  and  to 
perform  fundamental  operations  of  arithmetic.  The  course  is 
six  years  in  duration.  Length  of  school  year,  eighf  months 
Board  is  charged  for  at  the  rate  of  $6.00  per  month,  and  wash- 
ing $1.00  per  month.  There  are  no  fees  for  instruction.  L.+B., 
$68,106;  E.,  11,980.70;  M.,  about  $24,000,  of  which  about  $5,000 
is  restored  in  the  form  of  revenue  from  the  boarding  of  students. 
Private  Foundations. — Princeton  University,  at  Princeton.  At 
this  famous  university  courses  in  civil  and  electrical  engineering 
are  offered.  S.  in  university,  1,301.  (2)  Stevens  Institute  of 
Technology,  at  Hoboken.  This  virile  institution  "lays  some  em- 
phasis on  that  branch  of  engineering  which  is  rather  indefinitely 
differentiated  by  the  term  mechanical."  The  full  number  of 
units  of  preparation  demanded  by  the  Carnegie  Foundation  for 
the  Advancement  of  Teaching  for  the  listing  of  colleges  and  uni- 
versities is  required  for  entrance.  The  course  is  four  years  in 
length.  The  institution  aims  to  give  the  broad  foundation  needed 
for  any  branch  of  engineering,  but  during  the  senior  year  lays 
especial  stress  on  those  features  which  apply  more  distinctly  to 
the  mechanical  branch  of  engineering.  Special  attention  is  given 
to  electrical  engineering.  S.,  390.  Productive  endowment, 
$866,571.71.  Support  is  from  interest  on  endowment  and  stu- 
dent fees.  L.,  $375,000  to  $425,000;  B.,  $380,000.  Mortgages 
on  land  and  buildings,  about  $210,000;  E.,  $100,000;  library, 
$20,000  additional.  Total  cost  of  operating,  about  $130,000 
annually.  The  scheme  of  tuition  fees  is  generous  toward  New 
Jersey,  as  residents  of  the  State  pay  only  $150  per  annum,  while 
the  standard  rates  for  those  coming  from  outside  the  State  are 
$225  annually.  Yet  New  York  sends  more  students  to  Stevens 
than  New  Jersey.  The  graduates  occupy  prominent  positions 
throughout  the  world.  In  response  to  some  inquiries,  President 
Alexander  C.  Humphreys,  of  the  Stevens  Institute,  wrote  the 
commission  as  follows:  "As  to  our  difficulties,  the  one  we  find 
it  hardest  to  meet  is  the  lack  of  means.  In  spite  of  increased 


Ill 

requirements  for  admission  and  rather  exacting  requirements  for 
the  course,  the  enrollment  has  nearly  doubled  since  1902,  when  I 
succeeded  Dr.  Morton  as  president.  We  were  poor  before  this 
increase;  we  are  poorer  now." 

"Another  difficulty  is  the  insufficient  preparation  of  the  appli- 
cants for  admission.  I  refer  to  the  graduates  of  high  and  pre- 
paratory schools.  I  am  satisfied  that  the  preparation  now  afforded 
is  in  large  measure  superficial,  due  to  the  desire  of  school  boards 
to  cover  so  much  ground."  (3)  Rutgers  College,  at  New  Bruns- 
wick, although  a  private  foundation,  has  received  the  federal 
appropriations  for  agriculture  and  the  mechanic  arts  since  1864, 
and  also  State  appropriations.  The  Agricultural  College  is  set 
down  officially  as  "Rutgers  Scientific  School."  "The  State  Ag- 
ricultural College"  is  the  term  which  is  employed  commonly  to 
designate  this  branch  of  Rutgers.  There  are  four-year  courses 
in  civil,  mechanical  and  electrical  engineering,  agriculture  and 
clay-working  and  ceramics;  besides  short  courses  of  two  years 
in  clay-working  and  ceramics,  and  twelve  weeks  each  in  agricul- 
ture, dairy  farming  and  fruit  growing  and  market  gardening. 
For  the  use  of  the  Agricultural  College  a  fine  building  was  lately 
erected.  Only  recently  has  the  school  been  in  the  position  to 
push  its  agricultural  and  horticultural  work  most  successfully, 
and  there  has  been  a  new  impetus  to  the  growth  of  this  side  of 
the  institution  (cp.,  also,  the  statements  of  Dr.  Voorhees  in  Ap- 
pendix B,  or  send  directly  to  him  at  New  Brunswick  for  an- 
nouncements descriptive  of  the  work).  S.,  in  1908,  255. 

Private  Industrial  Schools. — (i)  The  Paterson  Silk  Textile 
Institute,  at  Paterson,  is  maintained  by  the  Silk  Manufacturers' 
Association,  and  is  equipped  to  give  practice  to  those  who  wish 
to  follow  the  silk  industry  for  a  livelihood.  The  course  in  design- 
ing is  three  months.  Warpers,  broad  weavers,  ribbon  weavers 
and  winders  are  kept  in  the  school  until  proficient.  The  rooms 
for  the  use  of  the  institute  are  rented.  E.,  $7,123.56;  M.,  $6,678. 
Cost  of  instruction  per  pupil,  about  $15.  Enrollment  (at  one 
time),  88.  Tuition  fees  are  charged  ($2-$25).  Some  of  the 
products  of  the  students'  work  are  sold.  (2)  The  Baron  de 
Hirsch  Agricultural  School,  at  Woodbine  (Cape  May  county), 
is  a  well-equipped  institution,  devoted  to  the  training  of  young 


112 

Jewish  men.  The  entrance  requirements  are  nominal.  Age  limit, 
1 8  to  20  years.  The  course  is  very  practical,  and  aims  exclusively 
to  fit  the  students  for  farming  and  allied  industries.  No  fees 
are  charged,  but  the  students  are  required  to  perform  much 
healthful  manual  labor.  There  are  short  vacations  during  each 
twelve-month.  Dormitory  facilities  exist  for  all  in  attendance. 
The  farm  contains  150  acres.  L.+B.,  $750,000;  E.,  $10,000; 
M.,  $40,000 — supplied  from  the  Baron  de  Hirsch  fund  for  Amer- 
ica. Annual  cost  of  instruction  per  pupil,  $166.  F.,  7;  S.,  aver- 
age attendance,  65  ;  highest  number  enrolled  during  the  year,  104. 
(3)  The  Y.  M.  C.  A.  classes.  The  industrial  improvement  sec- 
tions are  the  most  fully  developed  at  Paterson,  Camden,  Newark 
and  Elizabeth.  (4)  St.  Bernard's  School  for  Working  Boys 
is  located  on  a  farm  of  125  acres,  near  Gladstone,  Somerset 
county.  Grammar  grade  and  high  school  subjects  are  taught,  but 
the  courses  have  no  set  length.  A  part  of  the  afternoon  is  given 
over  to  the  work  of  the  farm,  the  carpenter  shop  or  the  printing 
office.  Pupils  enter  at  the  ages  12  to  15.  L.+B.,  $20,000;  E., 
$1,750;  M.,  $5,000;  endowment,  $10,000;  S.  20,  Annual  cost 
of  instruction  per  pupil,  about  $40.  A  similar  school  has  been 
started  (1909)  at  Fairview  Farm,  near  Frenchtown,  Hunterdon 
county. 

State  Normal  Schools  and  the  Summer  Courses. — (i)  The 
State  Normal  School  at  Trenton  provides  courses  in  manual 
training  for  prospective  teachers.  The  Farnum  Preparatory 
School,  at  Beverly,  is  an  adjunct  of  the  Trenton  Normal  School. 
Some  mechanical  drawing  is  taught,  as  also  in  the  Model  School, 
at  Trenton.  (2)  A  newly  organized  department  for  instruction 
in  manual  training,  drawing  and  applied  art  is  attracting  students 
to  the  State  Normal  School  at  Upper  Montclair.  The  courses 
are  under  the  direction  of  Professor  Cheshire  L.  Boone.  (3) 
An  act  of  the  Legislature  approved  April  ist,  1908,  authorized 
the  establishment  of  "summer  courses  (cp.  Pennsylvania)  for 
instruction  in  method  of  teaching  elementary  agriculture,  manual 
training  and  home  economics,"  and  stipulated  that  an  annual 
appropriation  of  $2,000  should  be  made  for  this  purpose.  The 
location  of  the  courses  and  the  programs  for  the  instruction  are 
determined  by  the  State  Board  of  Education.  A  summer  school 


of  four  weeks  duration  was  held  at  Cape  May  (in  the  high  school 
building)  in  the  month  of  July,  1908.  "The  aim  of  the  school 
seems  to  be  to  train  the  teachers  from  the  rural  schools  and  small 
towns  in  the  various  forms  of  handwork  suitable  for  the  grades. 
This  work  is  planned  with  a  view  of  emphasizing  its  industrial 
significance.  The  work  is  related  to  the  forms  of  industrial  life 
with  which  the  children  are  familiar.  The  work  in  agriculture 
and  home  economics  is  presented  from  the  same  point  of  view. 
The  work  is  not  intended  to  be  directly  vocational  in  character, 
but  that  for  the  upper  grades  is  quite  practical  in  its  nature." 
(From  special  report  of  Professor  R.  W.  Selvidge.) 

State  School  for  Defectives. — Industrial  or  trades  instruction 
is  an  important  feature  of  the  New  Jersey  School  for  the  Deaf, 
at  Trenton,  and  of  the  New  Jersey  Home  for  the  Education  and 
Care  of  Feeble-Minded  Children  (and  the  similar  Home  for 
Women),  at  Vineland. 

State  Reformatory  and  Reform  Schools. — (i)  The  New  Jer- 
sey Reformatory,  at  Rah  way.  The  inmates  are  received  between 
the  ages  of  16  and  30  years.  They  are  detailed  to  various  trade 
classes,  and  make  all  the  shoes,  clothing,  utensils  and  tools 
required  for  the  institution;  they  erect  new  buildings  and  do  all 
the  repair  work.  The  late  superintendent  stated  that  not  $50 
was  paid  for  the  hiring  of  outside  labor  in  1907.  The  trades 
taught  are  blacksmithing,  pipe-fitting,  carpentry,  plumbing, 
printing,  laundering,  tailoring,  electricity,  shoe  and  harness  mak- 
ing, tinsmithing,  masonry,  machinist,  leather  working,  and,  in 
addition,  farming.  There  is  a  night  school.  Not  enough  atten- 
tion has  been  paid  to  the  theoretical  side  of  industrial  instruction, 
industrial  English,  industrial  mathematics  and  industrial  draw- 
ing. This  has  been  due  largely  to  the  absence  of  suitable  voca- 
tional text-books.  About  one-half  of  the  inmates  have  been  kept 
on  unskilled  contract  work  (such  as  the  manufacture  of  shirts 
and  overalls).  The  majority  of  the  inmates  come  to  the  institu- 
tion without  a  trade.  A  problem  faced  by  the  Reformatory  Com- 
missioners and  the  superintendent  is :  shall  there  be  put  at  work 
in  the  skilled  trades  chiefly  those  who  have  worked  at  them 
before,  and  shall  those  who  perhaps  need  the  skilled  trade  the 

8  ED 


H4 

most  (in  order  to  encourage  them  to  lead  correct  lives  after 
release),  shall  these  be  put  at  routine  factory  work  which  they 
will  avoid  when  released,  or  shall  they  be  taught  a  more  paying 
trade?  (2)  The  New  Jersey  State  Home  for  Boys.  Located  at 
Jamesburg.  Instruction  is  given  in  academic  subjects  and  in 
various  industries — blacksmithing,  shoemaking,  painting,  fres- 
coing, paperhanging,  masonry,  carpentry,  printing,  brickmaking, 
caring  for  stock,  dairying  and  butter  making,  firing  boilers,  har- 
ness making,  tailoring,  sewing,  plastering,  suspender  manufac- 
turing, base-ball  manufacturing,  floriculture,  gardening,  besides 
telegraphy,  stenography,  typewriting,  manual  training  and  instru- 
mental music.  Industrial  improvement  courses  are  needed.  (3) 
The  State  Home  for  Girls,  at  Trenton.  Instruction  is  furnished 
in  various  forms  of  housework,  in  cooking,  laundering,  sewing 
and  gardening. 

NEW  MEXICO. 

Manual  Training,  and  Industrial  Education. — No  legislation. 
The  New  Mexico  Normal  University,  at  Las  Vegas,  includes 
among  its  departments  a  school  of  manual  training  for  teachers. 
The  Allison  School,  and  elementary  school  for  girls  at  Santa  Fe, 
has  classes  in  domestic  science  and  dressmaking. 

Territorial  Educational  Institutions. —  (i)  The  New  Mexico 
College  of  Agriculture  and  Mechanic  Arts,  located  at  Agricultural 
College,  has  four-year  courses  in  agriculture,  civil,  electrical  and 
Mechanical  engineering,  and  household  economics.  Shorter 
courses  are  offered  in  agriculture,  household  economics,  and 
practical  mechanics.  It  receives  the  Federal  appropriations.  (2) 
The  University  of  Niew  Mexico,  at  Albuquerque.  Department  of 
engineering  to  be  established  soon.  ( 3 )  The  New  Mexico  School 
of  Mines,  at  Socorro,  offers  four  years'  work  in  mining,  metal- 
lurgy, and  civil  engineering. 

Indian  Schools,  devoting  about  one  half  of  the  time  of  instruc- 
tion to  manual  labor,  are  located  at  Albuquerque,  Blackrock, 
Duke,  Santa  Fe  and  Tohatchi. 


NEW  YORK. 

Agriculture  in  the  Public  Schools. — While  the  teaching  of  agri- 
culture in  the  public  schools  is  not  required  by  law,  syllabi  cover- 
ing courses  of  instruction  in  agriculture  for  the  elementary  and 
the  secondary  schools  have  been  issued  by  the  State  Education 
Department. 

Manual  Training. — Instruction  in  manual  training  in  the  pub- 
lic schools  is  encouraged.  There  is  no  special  State  aid.  Manual 
training  and  drawing  must  be  included  in  the  curricula  of  normal 
schools.  The  latter  generally  teach  domestic  science  also.  In 
union  free  schools  instruction  in  drawing  is  mandatory. 
Throughout  the  State,  manual  training  has  been  introduced  into 
the  courses  of  study  of  the  larger  cities  and  towns.  Some  of  the 
principal  manual  training  schools  are:  the  Stuyvesant  High 
School  (magnificently  equipped),  of  New  York  City  (225  East 
Twenty-third  street)  ;  the  Brooklyn  Manual  Training  High 
School  (L.+B.,  $800,000;  E.,  $325,000;  S.,  3,086);  and  the 
Buffalo  Technical  High  School. 

Industrial  Education. — The  Law  of  1908,  authorizing  State 
aid  to  industrial  schools,  has  already  been  mentioned  in  the  intro- 
duction to  this  chapter.  It  provides  for  two  types  of  industrial 
schools,  i.  e.,  general  industrial  schools  and  trade  schools.  The 
"general  industrial  schools"  are  to  be  open  to  pupils  who  have 
completed  the  elementary  school  course,  or  who  have  attained  the 
age  of  fourteen  years,  and  the  trade  schools  are  to  be  for  pupils 
"who  have  attained  the  age  of  sixteen  years  and  have  completed 
either  the  elementary  school  course,  or  a  course  in  the  above  men- 
tioned 'general  industrial  school/  "  or  who  have  met  such  other 
requirements  as  the  local  school  authorities  may  have  prescribed. 
Each  school  district  is  required  to  have  an  advisory  board  of  five 
members  representing  the  local  trades  and  industries  "to  counsel 
with  and  advise"  the  school  authorities  in  relation  to  the  industrial 
school  or  schools.  The  State  aid  to  each  district  is  to  be  "five 
hundred  dollars  for  each  independently  organized  general  indus- 
trial or  trade  school  (a)  maintaining  a  course  for  forty  weeks 
during  the  school  year;  (6)  employing  one  teacher  whose  work 


n6 

is  devoted  exclusively  to  the  school;  (c)  having  an  enrollment  of 
at  least  twenty-five  pupils;  and  (d)  maintaining  a  course  of  study 
approved  by  the  Commissioner  of  education."  There  is  to  be 
uan  additional  apportionment  to-  each  city  and  union  free  school 
district  of  two  hundred  dollars  for  each  additional  teacher  em- 
ployed exclusively  in  the  (industrial)  schools  for  forty  weeks 
during  the  school  year."  The  moneys  apportioned  are  to  be  used 
exclusively  for  the  maintenance  of  the  industrial  schools.  In  his 
discretion,  the  Commissioner  of  Education  may  apportion  to  a  dis- 
trict or  city,  maintaining  industrial  schools  or  employing  teachers 
of  industrial  education  for  a  shorter  time  than  forty  weeks,  an 
amount  pro>  rata  to  the  time  the  schools  are  maintained  or  the 
teachers  are  employed.  "Manual  training  high  schools  or  other 
secondary  schools  maintaining  manual  training  departments  are 
not  entitled  to  an  apportionment  of  funds"  under  this  law.  The 
statute  provides  that  the  industrial  schools  must  be  entirely  sep- 
arate from  the  ordinary  manual  training  schools,  if  the  former  are 
to  receive  State  aid. 

State  Schools. — (i)  Although  a  private  foundation,  Cornell 
University,  at  Ithaca,  includes  the  "New  York  State  College  of 
Agriculture,"  which  receives  the  Federal  grants  and  State  aid. 
Not  only  is  the  College  of  Agriculture  one  of  the  best  developed 
institutions  o<f  its  kind  to  be  found  in  the  country — offering  a  re- 
markable variety  of  courses — but  Cornell  University  furnishes 
instruction  in  other  technical  departments  which  are  as  well 
equipped  and  organized  as  can  be  found  in  the  world.  The  intelli- 
gent assistance  of  Ezra  Cornell  led  to  the  realization  of  a  large 
permanent  endowment  from  the  "land-scrip"  donated  lJ^  Con- 
gress. S.,  4,465  (In  Sibley  College  of  Mechanical  Engineering, 
1,127;  m  tne  College  of  Civil  Engineering,  511;  in  the  College 
of  Architecture,  100;  in  the  State  College  of  Agriculture,  348; 
in  the  short  winter  course  in  agriculture,  270).  (2)  "State 
schools  of  agriculture"  recently  have  been  established  at  Alfred 
University  (Alfred  P.  O.),  and  at  Morrisville,  and  at  St.  Law- 
rence University  (Canton  P.  O.)  (3)  Instruction  in  manual 
training  is  a  feature  of  the  curricula  of  the  State  normal  schools. 
(4)  Industrial  training  is  given  in  various  State  reform  schools 
and  schools  for  defectives.  The  trade  schools  of  the  Elmira  Re- 


formatory  are  particularly  well  developed.  (5)  A  number  of 
Indian  schools  receive  attention  from  the  State.  It  is  the  policy 
of  the  State  Department  of  Education  to  encourage  the  Indian 
boys  to  learn  to  use  tools,  and  the  girls  to  learn  to  sew  and  cook. 

U.  S.  Military  Academy,  at  West  Point  (commonly  called 
"West  Point"),  has  one  of  the  strongest  engineering  depart- 
ments to  be  found  in  the  country.  Tuition  is  free.  Cadets  are 
paid  $709.50  per  year  each  by  the  Government,  and  out  of  this 
they  pay  their  own  expenses  for  board,  clothing  and  so  forth. 
The  living  expenses  average  about  $225  per  annum.  The  total 
appropriations  for  the  support  of  the  Military  Academy  by  Con- 
gress the  last  college  year  was  $1,929,703.  F.,  90;  S.,  533 

Private  Foundations  for  Higher  Technical  Instruction. — (i) 
Columbia  University,  in  the  city  of  New  York.  This  institution 
has  important  technical  departments  in  the  Schools  of  Mines, 
Engineering  and  Chemistry.  Affiliated  with  the  University  is  a 
Teachers'  College,  with  departments  for  the  training  of  teach- 
ers in  domestic  science,  domestic  art,  manual  training  and  kin- 
dred branches.  Some  evening  industrial  improvement  and  en- 
gineering courses  have  lately  been  conducted  under  the  auspices 
of  the  University.  The  cast  of  construction  of  the  buildings, 
which  are  used  exclusively  for  technical  purposes,  was  $2,- 
340,000:  the  value  of  equipment  is  $225,000,  and  the  total  vol- 
ume of  these  buildings  is  6,183,000  cubic  feet.  Tuition,  $250 
per  annum.  Enrollment  in  1908:  Chemical  engineering,  19; 
chemistry,  27;  civil  engineering,  88;  electrical  engineering,  79; 
mechanical  engineering,  62;  metallurgy,  12;  mining  engineering, 
138.  First  year  (uniform  for  all  courses),  193;  total,  618.  S. 
in  University  and  affiliated  schools,  5,655.  (2)  Syracuse  Uni- 
versity, at  Syracuse. — This  institution  has  an  important  Teach- 
ers' College  and  a  College  of  Applied  Science,  in  which  the  vari- 
ous engineering  branches  are  taught.  S.,  3,117  (in  Applied  Sci- 
ence, 393).  Fees  charged  for  instruction,  $133  per  annum. 
(3)  The  Polytechnic  Institute  of  Brooklyn. — The  Polytechnic 
Institute  of  Brooklyn  has  two  general  departments:  the  Col- 
lege of  Engineering  and  the  Preparatory  School.  These  depart- 
ments are  entirely  distinct  from  each  other,  and  their  work  is 
conducted  in  different  buildings  under  separate  direction.  The 


n8 

Preparatory  School  equips  students  for  entrance  into  any  Amer- 
ican college,  and  for  the  activities  of  commercial  life.  The 
entrance  requirements  for  the  College  of  Engineering  are  the 
same  as  for  the  best  technical  colleges.  Four-year  courses  are 
given  in  chemistry,  and  in  chemical,  civil,  electrical  and  mechan- 
ical engineering.  There  is  also  a  graduate  course  in  science, 
leading  to  the  degree  of  Master  of  Science.  Evening  technical 
and  industrial  improvement  courses  are  carried  on  parallel  to  the 
day  courses.  The  enrollment  in  the  evening  technical  school 
is  about  500,  and  that  of  the  day  technical  course  is,  approx- 
imately, 185.  Extension  courses  are  also  conducted.  End., 
$150,000;  L.  +  B.,  $750,000;  E-,  $75,000;  M.,  $150,000  (in- 
cluding M.  for  Preparatory  School).  The  annual  cost  of  instruc- 
tion per  pupil  in  the  Technical  Department  is  put  at  $400.  Fees 
charged  for  instruction  in"  the  day  courses  amount  to  $200  per 
annum  for  each  student.  (4)  Rensselaer  Polytechnic  Institute, 
at  Troy,  has  a  variety  of  well-developed  technical  courses.  The 
institution  has  recently  received  a  large  endowment,  which  will 
permit  of  rapid  expansion.  F.,  42;  S.,  651.  (5)  New  York 
University,  New  York  City. — This  institution  has  a  School  of 
Pedagogy,  for  undergraduate  and  graduate  work,  and  a  tech- 
nical department  well  equipped  for  the  giving  of  instruction  in 
a  variety  of  engineering  branches.  The  School  of  Commerce, 
Accounts  and  Finance  is  a  highly-developed  department  of  the 
University,  and  in  connection  with  this  division  there  are  lec- 
tures on  industrial  methods,  as  well  as  courses  in  industrial  en- 
gineering and  other  industrial  subjects.  The  School  ct  Peda- 
gogy has  given  more  attention  to  training  for  administrative 
and  teaching  positions  in  industrial  schools  than  any  other  col- 
lege for  teachers  in  the  country.  There  are  more  male  students 
enrolled  in  the  School  of  Pedagogy  than  in  any  other  teachers' 
college  in  America.  S.,  4,300.  (6)  The  Thomas  S.  Clarkson 
Memorial  School  of  Technology,  at  Potsdam.  The  entrance  re- 
quirements are  equivalent  to  14.4  Carnegie  units,  or  seventy-two 
"counts,"  as  established  by  the  N.  Y.  State  Education  Depart- 
ment. The  school  has  an  Engineering  College,  with  four-year 
courses  in  civil,  chemical,  electrical  and  mechanical  branches. 
The  first  two  years  of  the  college  course  are  taken  in  common 


by  all  the  students,  the  differentiation  coming  in  the  junior  and 
senior  years.  Several  scholarships  are  awarded.  The  cost  of 
living  in  Potsdam  is  low.  The  courses  formerly  given  in  home 
economics  have  been  discontinued.  Tuition,  $100  per  annum. 
End.,  $500,000;  L.  +  B.,  $125,000;  E.,  $43,633;  M.,  $22, 
373.58;  S.,  97.  (7)  The  College  of  the  City  of  New  York  has 
a  course  in  the  mechanic  arts.  The  institution  is  supported  alto- 
gether by  the  municipality.  Tuition  is  free.  There  is  an  aca- 
demic department  of  high  school  grade  (with  a  three  years* 
course),  and  a  collegiate  department  with  .several  courses,  each 
four  years  in  duration.  S.,  4,383  (about  two-thirds  of  the  en- 
rollment is  in  the  academic  department).  L.  +  B.,  $6,500,000. 
(8)  Cooper  Union  for  the  Advancement  of  Science  and  Art, 
New  York  City,  offers  several  technical  courses  of  collegiate 
grade.  The  majority  of  the  graduates  become  civil  engineers. 
To  a  large  extent,  the  instruction  is  of  sub-collegiate  type  (see 
below). 

Private  Foundations  of  Sub-Collegiate  Grade. — Under  this 
classification  industrial  schools  of  various  types — trade  schools, 
industrial  improvement  schools,  lower  grade  technical  institutes 
and  other  foundations  which  give  industrial-vocational  instruc- 
tion are  to  be  listed.  ( i )  Cooper  Union  for  the  Advancement  of 
Science  and  Art.  While  this  institution  has  developed  largely  in 
the.  direction  of  higher  technical  instruction,  it  has  always  had 
much  of  the  character  of  an  industrial  improvement  school,  with 
added  divisions  for  the  industrial  arts,  fine  arts,  stenography 
and  typewriting,  and  such  subjects  as  elocution,  oratory  and 
debate.  The  industrial  improvement  side  of  the  institution  has 
been  given  great  impetus  since  the  lease  of  the  Sixty-ninth  Regi- 
ment Armory,  now  known  as  the  "Hewitt  Addition  to  Cooper 
Union."  Notwithstanding  the  increase  in  the  capacity  for  the 
accommodation  of  students,  the  institution  is  still  unable  to  take 
care  of  all  the  applicants.  This  year  there  were  7,500  applicants 
for  admission.  Only  3,400  of  these  could  be  admitted  to  the 
classes.  In  1908  the  highest  attendance  at  any  one  time  was 
2,505  (in  general  science  course,  667;  in  electrical  course,  114; 
in  the  chemical  course,  154;  in  the  night  art  classes,  1,333;  m 
the  day  school,  237).  Since  the  Cooper  Union  was  founded,  in 


I2O 

i854>  °ver  100,000  men  and  women  have  attended  the  night 
classes.  There  is  a  free  reading  room  and  library  in  the  Cooper 
Union  building,  which  is  visited  daily  by  three  thousand  visitors. 
A  museum  of  decorative  art  is  also  open  to  the  public.  Numerous 
extension  lectures  are  given  in  connection  with  the  institution. 
Endowment,  $3,870,520.  (2)  Pratt  Institute,  in  Brooklyn,  was 
established  and  endowed  by  Charles  Pratt,  a  self-trained  man 
and  successful  manufacturer,  who  was  greatly  interested  in  in- 
dustrial education.  The  Institute  was  opened  in  1887,  with 
twelve  students  in  the  classes.  In  1907-^08  there  were  2,160 
enrolled  in  the  day  classes  and  1,662  in  the  evening  sections,  a 
total  of  3,782  students  (some  are  enrolled  both  day  and  evening). 
Over  65,000  individuals  have  received  training  at  Pratt  Insti- 
tute. The  institution  is  controlled  by  a  board  of  trustees  con- 
sisting of  members  of  the  Pratt  family.  Mr.  Frederick  B.  Pratt  is 
the  Secretary  and  Executive  Officer.  The  school  is  co-educational. 
There  is  a  department  of  fine  and  applied  arts,  a  department  of 
domestic  arts,  a  department  of  domestic  science,  a  department  of 
science  and  technology,  a  kindergarten  and  kindergarten  course 
for  teachers,  a  library  school  and  a  gymnasium,  (a)  The  de- 
partment of  science  and  technology  has  the  largest  number  of 
students  (1,198).  It  furnishes  two-year  day  courses  for  fore- 
men in  steam  and  machine  design,  applied  electricity  and  applied 
chemistry,  one-year  day  trade  courses  in  machine  construction 
and  carpentry  and  building;  evening  industrial  improvement 
courses  in  practical  mathematics,  technical  chemistry,  industrial 
electricity,  elementary  electricity  and  practical  mechanics,  elec- 
trical machinery,  electrical  design,  mechanical  drawing,  ^nachine 
design,  mechanism,  steam  and  steam  engine,  and  strength  of 
materials;  and  evening  trade  courses  in  carpentry  and  building, 
pattern-making,  machine  work,  toolmaking,  sheet  metal  work, 
plumbing,  sign  painting  and  fresco  painting.  Over  two-thirds  of 
the  students  in  this  department  are  enrolled  for  the  evening 
courses,  (b)  It  is  the  aim  of  the  department  of  domestic  arts 
to  provide  courses  of  instruction  in  those  textile  arts  which  are 
related  to  clothing.  The  instruction  is  devised  to  train  assist- 
ants in  dressmaking  and  millinery  establishments,  technical 
workers  in  the  costume  field,  and  women  who  wish  to  acquire 


121 

skill  in  the  home  arts.  The  courses  require  from  three  months 
to  a  year  for  completion.  During  the  day  "full-time"  courses 
in  sewing,  dressmaking,  millinery  and  dress  design  and  pattern 
drafting  are  given  to  those  who  wish  to  become  seamstresses, 
dressmakers,  milliners  or  costume  designers.  Men  as  well  as 
women  are  admitted  to  the  classes  in  millinery  and  dress  design 
and  pattern  drafting.  There  are  also  partial  time  day  courses 
for  those  who  desire  greater  skill  in  sewing,  dressmaking,  em- 
broidery and  millinery  for  practical  use  in  the  home.  Evening 
courses  are  conducted  in  sewing,  shirt-waist  making,  children's 
garments,  power  operating,  dressmaking,  drafting  and  draping, 
millinery  and  costume  drawing.  Small  classes  for  girls  have 
been  organized  to  meet  on  Saturday  mornings,  (c)  The  depart- 
ment of  fine  and  applied  arts  enrolled  1,035  students  in  the  year 
1908.  In  this  department  there  are  day  courses  as  follows :  the 
normal  art  course;  normal  art  and  manual  training;  general  art 
and  pictorial  illustration;  general  art  and  costume  illustration; 
decorative  and  applied  design;  architecture;  jewelry,  chasing  and 
enameling.  The  evening  classes  furnish  instruction  in  freehand 
drawing;  life  and  portrait  drawing;  architectural  drawing;  orna- 
ment, design  and  modeling ;  clay  and  wax  modeling ;  metal  chas- 
ing, and  wood  carving.  The  courses  require  from  two  to  four 
years,  in  general,  for  the  completion  of  the  work.  There  are 
Saturday  morning  classes  for  children  in  drawing,  color  and 
manual  training.  Diplomas  are  granted  upon  graduation  from 
the  longer  courses,  (d)  The  department  of  domestic  science 
enrolled  381  students  in  the  year  1908.  Day  courses  are  given 
in  domestic  science  and  elementary  domestic  art  for  teachers ;  in 
domestic  science  for  dietitians,  matrons,  housekeepers,  pro- 
bationary nurses  and  homemakers,  and  in  cookery,  house- 
hold economics  and  laundry  work  for  homemakers  and 
practical  houseworkers.  The  evening  classes  furnish  in- 
struction in  cookery,  serving  and  laundry  work.  The  time 
necessary  to  complete  the  courses  ranges  from  attendance 
upon  the  twelve  lessons  in  serving  to  that  required  in  the 
two-year  course  for  teachers.  There  is  a  Saturday  morning 
class  for  young  girls  who  wish  to  learn  cooking.  End.,  $2,300- 
ooo;  income,  from  interests,  rents.,  etc.,  $133,567.24;  from  tui- 


122 

tions  and  credits,  $100,403.30;  the  deficit  (made  up  by  the 
Pratts),  $46,886.43;  L.+B.+E.^=$i,436,622.79;  M.,  over 
$280,000.  The  tuition  fees  vary  for  the  different  courses — from 
$3  for  a  term  of  three  months  for  an  evening  course  in  cooking 
or  sewing,  to  $25  for  three  months  in  one  of  the  normal  training 
courses,  (3)  The  Rochester  Athenaeum  and  Mechanics'  Insti- 
tue,  at  Rochester.  The  Mechanics'  Institute  of  Rochester  en- 
rolled 3,348  students  in  1908.  It  affords  both  day  and  evening 
instruction  in  the  departments  of  industrial  arts,  mechanic  arts 
and  sciences,  manual  training,  domestic  science  and  art,  and  ap- 
plied and  fine  arts.  The  evening  courses  are  chiefly  of  the  indus- 
trial improvement  type.  Of  the  individual  pupils  about  3,000 
were  enrolled  for  one  or  a  few  subjects,  and  the  others  were  full- 
course  students,  atttending  five  days  a  week.  The  greater  num- 
ber of  the  students  are  classified  in  the  department  of  domestic 
science  and  art,  where  they  have  the  choice  of  a  large  variety  of 
courses — for  those  who*  wish  to  become  instructors  or  directors 
in  industrial  and  normal  schools,  hospitals,  Christian  associa- 
tions, clubs  and  the  like;  for  the  learning  of  practical  and  special 
cookery,  sewing,  dressmaking,  shirtwaist-making,  buttonhole- 
making,  embroidery,  millinery,  and  the  duties  of  waitresses  and 
housemaids.  The  day  courses  of  the  department  of  mechanic 
arts  and  sciences  are  designed  to  take  students  with  a  grammar 
school  education,  or  its  equivalent,  and  fit  them  in  three  years  for 
industrial  pursuits.  A  fourth  year  has  also  been  added  for  those 
who  wish  to  go  directly  from  the  Mechanics  Institute  to<  a  college 
of  engineering  without  conditions.  There  are  evening  industrial 
improvement  courses  in  the  department.  The  department  of  in- 
dustrial arts  is  equipped  for  instruction  in  mechanical  drawing, 
"municipal  drafting"  (for  those  who  wish  to  do  drafting  in  mu- 
nicipal offices),  steam  and  gas  engineering,  electricity,  machine 
design,  shop  mechanics  and  lettering.  The  instruction  is  given 
mainly  in  the  evening.  The  department  of  fine  and  applied  arts 
is  attended  for  the  most  part  by  day  students.  The  department 
of  manual  training  is  organized  especially  for  the  training  of 
teachers,  and  the  classes  are  much  frequented.  By  arrangement, 
manual  training  is  taught  to  some  students  of  the  University  of 
Rochester.  The  tuitions  for  the  various  departments  are  from 


123 

$5  to  $18  per  year  for  the  evening  classes,  and  $75  per  annum  for 
full-course  pupils.  L.+B.,  $298,500;  E.,  49,009;  M.,  $78,000. 
The  maintenance  is  derived  chiefly  from  tuition  fees  and  subscrip- 
tions. The  State  pays  about  $500  annually  toward  the  expenses 
of  the  normal  department.  (4  The  Mechanics'  Institute  of  the 
General  Society  of  Mechanics  and  Tradesmen  of  the  City  of  New 
York,  located  at  20  est  Forty-fourth  street,  is  purely  of  the  in- 
dustrial improvement  type  of  industrial  schools,  although  the 
growth  of  the  institution  has  been  so  rapid  (from  174  students 
in  1899,  to  2,017  m  I9°9)  that  the  mathematical  sections  have 
not  been  organized  to  suit  groups  of  workers  in  the  particular 
trades,  neither  have  the  courses  in  drawing  been  differentiated 
for  a  variety  of  vocations.  There  are  evening  courses  only.  In- 
struction is  free  to  males  employed  during  the  day.  In  connec- 
tion with  the  institute  there  is  a  course  in  carriage  and  automo- 
bile drafting,  conducted  as  the  Technical  School  for  Carriage 
Draftsmen  and  Mechanics,  under  the  auspices  of  the  Carriage 
Builders'  National  Association.  The  institute  is  in  session  five 
nights  per  week  from  the  last  days  of  September  until  the  second 
week  in  April  (holidays  excepted).  The  enrollment  in  io/)8-'o9 
totaled  2,017  individuals,  as  follows:  First  year  architectural 
drafting,  268 ;  second  year  architectural  drafting,  206 ;  third  year, 
128.  First  year  of  mechanical  drafting,  197;  second  year,  93; 
third  year,  52.  First  year  antique  class,  81 ;  second  year,  74; 
class  in  sketching  from  life,  26 ;  first  year  class  in  design,  42 ;  sec- 
ond year  class  in  design,  40 ;  clay  modeling,  72 ;  physics,  78 ;  arith- 
metic, 164;  algebra  and  geometry,  99;  workshop  mathematics, 
45 ;  trigonometry,  36 :  applied  mechanics,  36 ;  sheet  metal  draft- 
ing, 41;  plan  reading  and  estimating,  148;  applied  electricity, 
63 ;  carriage  drafting,  28.  The  Mechanics'  Institute  is  installed 
in  a  magnificent  building,  which  cost  a  large  amount  of  money. 
The  edifice  contains  also  a  library  of  over  100,000  volumes, 
chiefly  technical.  The  maintenance  of  the  school  for  salaries  and 
other  expenses,  was  $21,378.43  (this  does  not  include  interest 
on  investment,  etc.)  in  1908.  While  a  few  of  the  classes  meet 
three  nights  per  week,  the  great  majority  are  in  session  but  two 
nights  weekly  (some  one  night  only),  allowing  two  or  three  dif- 
ferent groups  of  students  to  make  use  of  the  building.  The  re- 


124 

cent  endowment,  given  by  Mr.  Andrew  Carnegie,  has  permitted 
the  fitting  out  of  several  additional  class-rooms,  so  that  the  capac- 
ity of  the  school  is  at  present  about  2,300  students.  Everything 
considered,  the  annual  cost  of  instruction  per  pupil  at  the  Me- 
chanics' Institute,  of  New  York  city,  may  be  put  at  something 
above  the  similar  figures  for  the  Newark  Technical  School  of 
New  Jersey.  (5)  "The  New  York  Trade  School  was  founded 
in  1 88 1  for  the  purpose  of  giving  young  men  the  opportunity 
of  learning  a  trade,  and  to  afford  young  men  already  in  the 
trades  the  chance  to>  better  themselves.  The  idea  is  to  teach  the 
trade  thoroughly  and  economically.  The  results  have  been  ex- 
cedingly  satisfactory,  and  th  growth  of  the  school  has  been  sub- 
stantial and  continuous.  The  trade  unions  have  been  antagonis- 
tic, and  this  attitude  on  their  part  has  not  made  it  easy  for  our 
graduates  to  secure  a  foothold  in  their  trade,  but  those  of  our 
young  men  having  the  pluck  and  perseverance  eventually  succeed. 
The  school  is  neither  a  charity  nor  a  commercial  enterprise.  Stu- 
dents are  required  to  pay  a  nominal  fee  towards  their  education, 
but  the  principal  support  of  the  school  is  derived  from  its  en- 
dowment fund  and  contributions.  The  school  aims  to  help 
young  men  to  help  themselves"  (from  a  letter).  A  num- 
ber of  trades,  principally  in  the  building  lines,  are 
taugnt.  The  day  classes  are  four  months  in  duration, 
thirty-six  hours  weekly;  the  evening  classes,  three  terms,  six 
months  each,  ,seven  and  ten  hours  weekly.  Entrance  require- 
ments:  Ability  to  read  and  write;  age  17  to  25.  Since  the  New 
York  Trades  School  was  founded  over  fifteen  thousand  young 
men  have  attended  the  institution.  During  the  past  fifye  years 
the  annual  attendance  has  averaged  over  nine  hundred  students. 
Enrollment  in  1908,  915,  as  follows:  Blacksmithing,  16;  brick- 
laying, 67;  carpentry,  21;  electrical  work,  154;  fresco  painting, 
37;  house  painting,  16;  sign  painting,  38;  pattern-making,  14; 
plastering,  18;  plumbing,  358;  printing,  33;  sheet  metal  work, 
90,  and  steam-fitting,  53.  The  work  is  very  practical.  End., 
$500,000;  L.  +  B.,  $305,000;  E.,  $25,000;  M.,  $49,000.  (6) 
The  Hebrew  Technical  Institute,  New  York  City.  This  institu- 
tion is  equipped  for  the  technical  education  of  Israelites  and 
others  of  restricted  means  in  the  studies  which  will  fit  them  for 


125 

success  in  the  mechanical  trades.  The  school  was  established 
in  November,  1883.  Stopport  comes  from  voluntary  contribu- 
tions of  members  of  the  Hebrew  Technical  Institute  Society. 
This  organization  is  composed  of  twenty-four  hundred  'mem- 
bers, who  contribute  from  ten  dollars  to  one  hundred  dollars 
each  per  year  toward  the  support  of  the  school.  The  Institute 
is  in  part  a  trades  school,  but,  in  some  of  its  divisions,  has  the 
character  of  an  industrial  improvement  school,  a  manual  training- 
school,  or  a  polytechnic  institute.  Candidates  for  admission  to 
the  day  school  must  be  residents  of  New  York  City,  at  least 
twelve  and  one-half  years  of  age,  in  good  health  and  must  have 
finished  the  7  B  grade  of  the  public  schools.  The  full  course 
requires  three  years  for  completion.  The  evening  classes  are 
intended  for  working  mechanics.  Applicants  must  be  at  least 
nineteen  years  of  age.  There  evening  classes  in  tool-making, 
instrument-making,  die-making,  machine  work,  pattern-making, 
cabinet-making  and  mechanical  drawing.  The  evening  couises 
usually  extend  over  a  period  of  two  years.  Tuition  for  both 
the  day  and  evening  courses  is  free.  The  total  number  of  living 
graduates  of  the  school  is  701.  Of  these,  624  recently  reported 
to  the  president  of  the  society.  Seventy-seven  per  cent,  are  fol- 
lowing mechanical  work.  The  average  weekly  earnings  of  the 
seventy-three  graduates  of  1907  were  eight  dollars  per  week; 
the  average  weekly  earnings  of  the  nineteen  graduates  of  the 
Class  of  1886  were  fifty  dollars  per  week.  There  is  a  gradual 
increase  from  the  wages  of  those  who  completed  the  course  at 
the  most  recent  date  to  the  fifty-dollar  wage  of  those  who  grad- 
uated in  the  year  1886.  L.  +  B.,  $150,000;  E.,  $125,000;  M.r 
$40,000;  S.,  350  (in  day  school,  280;  in  evening  school,  70). 
(7)  The  Baron  de  Hirsh  Trade  School,  in  New  York  City,  is  a 
thriving  institution,  giving  practical  instruction  in  both  the  ma- 
chinist's and  building  trades.  It  is  one  of  a  group  of  schools 
maintained  in  America  and  abroad  through  the  generosity  of  the 
late  Baron  de  Hirsch.  A  fund  amounting  to  several  millions 
of  dollars  was  established  for  the  purpose  of  furnishing  needy 
Hebrews  with  employment,  teaching  trades,  and  in  other  practi- 
cal ways  assisting  the  members  of  the  race.  The  Baron  de 
Hirsch  Agricultural  School,  at  Woodbine,  New  Jersey,  is  like- 


126 

wise  maintained  from  the  Baron  de  Hirsh  fund.  For  admission 
to  the  Baron  de  Hirsch  Trade  School  preference  is  given  to  those 
born  in  Russia  and  Roumania.  Candidates  must  be  at  least  six- 
teen years  of  age.  The  day  classes  were  the  most  popular  at  the 
outset,  but  instruction  has  been  given  also  during  the  evening. 
About  275  pupils  are  enrolled  in  the  school.  Of  these,  somewhat 
less  than  one-half  are  in  the  elementary  grades.  L.  +  B.,  $175,- 
ooo ;  M.,  $30,000.  (8)  The  Hebrew  Technical  School  for  Girls, 
in  New  York  City,  has  recently  moved  into'  new  quarters.  This 
institution  is  chiefly,  a  commercial  school,  but  also  has  important 
industrial  improvements  and  trade  departments.  The  graduates 
earn  good  wages.  I/.  +  B.  +  E.,  $380,000;  M.,  $40,000;  S., 
385.  (9)  The  Manhattan  Trade  School  for  Girls,  located  in 
New  York  City,  has  departsments  devoted  to  dressmaking,  mil- 
linery, electric  power  operating,  novelty  work  (the  use  of  paste 
and  glue),  art,  academic  subjects  and  physical  education.  There 
are  both  day  and  evening  classes.  Applicants  for  admission,  to 
day  classes  must  not  be  under  fourteen  or  over  seventeen  years 
of  age.  The  courses  average  twelve  months  in  duration,  but  two- 
year  courses  are  offered,  and  the  work  is  outlined  so<  that  those 
who  are  obliged  to  support  themselves  can  be  prepared  for^a 
wage-earning  position,  even  if  they  can  remain  but  a  few  months. 
Those  who  have  taken  instruction  in  the  operation  of  electric 
power  sewing  machines  make  the  highest  wages  when  they  leave 
the  school,  according  to  the  records.  The  maintenance  of  the 
Manhattan  Trade  School  is  derived  from  subscriptions  (two- 
thirds)  and  from  "trade  order"  sales  and  rent  (one-third).  L. 
+  B.,  $200,000;  .E.,  $15,000;  M.,  $36,000  (.salaries,  $26,000). 
The  annual  cost  of  instruction  is  put  at  eighty  to  one  iiundred 
dollars,  but  if  the  number  of  students  in  the  school  at  any  one 
time  were  taken  into  account,  and  the  investment  considered,  the 
annual  cost  per  student  unit  would  be  considerably  higher.  The 
enrollment  October  ist,  1908,  was  370.  (10)  Webb's  Academy 
and  Home  for  Shipbuilders,  at  Fordham  Heights,  in  New  York 
City,  was  founded  and  endowed  by  William,  Henry  Webb,  in 
1889.  Candidates  for  admission  to  the  Academy  must  be  of 
American  birth,  unmarried,  in  good  health,  of  good  moral  char- 
acter and  of  an  age  not  less  than  fifteen,  nor  more  than  twenty 


127 

years.  "Applicants  must  show  that  parents,  or  guardians,  can 
not  afford  to  educate  them  elsewhere/'  The  courses  of  instruc- 
tion include  advanced  mathematics,  physics  and  inorganic  chem- 
istry, theoretical  and  practical  naval  architecture  and  marine 
engineering,  and  cover  a  period  of  four  years.  Diplomas  are  is- 
sued to  graduates.  Of  the  104  living  graduates,  50  are  engaged 
in  naval  architecture  and  marine  engineering,  and  32  of  the  re- 
mainder are  following  some  other  line  of  engineering.  L.  + 
B.,  $600,000.  S.,  45.  (n)  The  Evening  School  of  the  Stuy- 
vesant  High  School.  The  evening  industrial  department  of  the 
Stuyvesant  High  School  has  both  industrial  improvement  and 
trade  school  divisions.  At  present  552  students  are  enrolled. 
The  average  age  is  about  23  to  26  years.  The  students  are 
mostly  of  foreign  descent  and  sixty  per  cent,  of  them  are  He- 
brews. The  average  attendance,  by  classes,  is  as  follows  (Feb- 
ruary 1 5th,  1909)  :  Cabinet-making,  7;  pattern-making,  13;  car- 
pentry and  joinery,  22 ;  plumbing,  42 ;  blacksmithing,  12 ;  machine 
shop  practice,  21;  steam  engineering,  10;  electric  engineering, 
33;  algebra  and  geometry,  62;  shop  arithmetic,  24;  chemistry, 
19;  physics,  25;  freehand  drawing,  31;  architectural  drawing, 
26;  mechanical  drawing,  52;  electric  wiring  and  installation,  32. 
(12)  The  New  York  School  of  Applied  Design  for  Women,  of 
New  York  City,  was  organized  to  give  women  the  opportunity 
of  qualifying  themselves  to  make  designs  for  wall  papers,  silks, 
cretonnes,  chintzes,  furniture,  book  covers,  illustrations,  stained 
glass,  rugs  and  for  other  branches  of  manufacture  involving  the 
use  of  ornamental  designs.  The  instructors  are  practical  men 
and  women.  There  is  a  valuable  reference  library  in  connec- 
tion with  the  school.  Tuition  fees  are  seventy-five  dollars  for 
the  year.  A  large  number  of  scholarships  are  available.  The 
average  time  to  be  spent  in  the  school  is  two  years  in  the  ele- 
mentary departments  and  two  years  in  any  of  one  of  the  advanced 
sections.  The  maintenance  of  the  institution  is  derived  from  tui- 
tions, from  the  dues  of  associate  members  ($10.00)  and  from 
donations.  L.  +  B.,  $200,000;  E.,  $15,000;  M.,  $23,000;  S., 
441.  (13)  If  space  permitted,  detailed  mention  should  be  made 
of  the  work  of  the  Young  Men's  Christian  Associations  and  of 
the  Young  Women's  Christian  Associations  along  industrial 


128 

lines ;  of  the  activities  of  the  Washington  Irving  High  School ; 
of  the  industrial  improvement  and  trade  school  work  performed 
at  the  Long  Island  City  Evening  School  of  Trades ;  of  the  New 
York  School  of  Industrial  Art;  of  the  evening  trade  school  of 
St.  George's  Church,  and  the  industrial  work  which  is  a  part  of 
the  activities  of  such  interesting  institutions  as  the  Brick  Church ; 
of  the  industrial  schools  of  the  Brooklyn  Industrial  School  As- 
sociation and  Home  for  Destitute  Children,  the  rhre  Points 
House  of  Industry  and  other  similar  institutions;  of  the  Mitchell 
School  of  Garment  Cutting  and  the  McDowell  Schools,  and 
the  manual  training  work  performed  in  such  institutions  as  the 
Ethical  Culture  School,  in  New  York  City,  and  "Barlow's  School 
of  Industrial  Arts"  (the  manual  training  department  of  the  Cen- 
tral High  School),  at  Binghamton;  of  the  wonderful  institution 
known  as  the  "George  Junior  Republic"  of  the  Wilson  Industrial 
School  for  Girls  (New  York  City),  and  .of  a  great  many  other 
minor  institutions,  which,  in  the  aggregate,  accomplish  much 
for  the  promotion  of  either  manual  training,  or  of  industrial 
education. 

NORTH   CAROLINA. 

Manual  Training  and  Industrial  Education. — No  State  pro- 
vision of  a  g-eneral  character.  The  State  law  requires  that  the 
elements  of  agriculture  shall  be  taught  in  all  the  public  schools. 
Some  of  the  city  schools — Durham,  Asheville,  Wilmington, 
Charlotte,  Greensboro  and  Winston  were  the  leaders — have  in- 
troduced manual  training.  Manual  and  industrial  training  are 
found  in  the  Agricultural  and  Mechanical  College  for  the  White 
Race  at  Raleigh ;  in  the  State  Normal  and  Industrial  College  for 
Women,  at  Greensboro;  in  the  Agricultural  and  Mechanical  Col- 
lege for  the  Colored  Race,  at  Greensboro ;  in  the  State  Normal 
Schools  for  Colored,  at  Fayetteville,  Winston  and  Elizabeth 
City ;  in  the  Cullowhee  Normal  and  Industrial  School,  at  Painter, 
and  in  the  Croaton  Normal  College  (for  Indians),  at  Pem- 
broke. The  difficulty  of  introducing  manual  training  in  the 
majority  of  the  public  schools  of  the  State,  "with  one-room 


I2Q 

school-houses  without  special  equipment  and  with  one  teacher 
without  special  training-  on  an  average  salary  of*  $30.74  per 
month,  with  barely  money  enough  for  a  four  months'  term  and 
for  instruction  in  the  common  school  branches,  with  more  daily 
recitations  than  can  be  successfully  conducted,"  is  emphasized  by 
the  State  Superintendent  of  Public  Instruction  in  a  recent  report. 
State  Schools. — ( i )  The  University  of  North  Carolina,  at 
Chapel  Hill,  provides  instruction  in  engineering-  to  a  very  few 
students.  .S.,  790.  (2)  The  North  Carolina  College  of  Agri- 
culture and  Mechanic  Arts,  at  West  Raleigh,  furnishes  instruc- 
tion, in  four-year  courses,  in  the  agricultural  section  (including 
agriculture,  horticulture,  veterinary  science,  biology  and  agricul- 
tural chemistry)  ;  in  the  engineering-  department  (civil,  mechan- 
ical, electrical  and  mining  engineering  and  industrial  chemistry), 
in  the  textile  industry  (including  carding,  spinning,  weaving, 
designing  and  dyeing).  Admission  to  the  foregoing  courses 
and  to  the  one-year  course  in  agriculture  requires  a  little  more 
than  eighth  grade  graduation ;  admission  to  the  two-year  courses 
in  the  mechanic  arts  (including  carpentry,  wood-turning,  black- 
smithing,  machine-shop  work,  drawing,  dynamo  and  engine  tend- 
ing) and  in  textile  industry  is  conditioned  on  passing  elementary 
school  subjects.  No  examinations  are  required  for  entering  the 
winter  short  courses  in  agriculture,  dairying  and  textile  industry. 
Normal  courses  are  offered,  also,  for  the  training  of  teachers 
along  industrial-pedagogical  lines.  The  varying  personal  needs 
which  the  institution  seeks  to  meet  is  typified  by  the  agricultural 
courses,  which  are:  (a)  a  one-week  couse,  (b)  a  seven-weeks' 
course,  (c)  a  one-year  course  and  (d)  a  four-years'  course.  Tui- 
tion, $45  and  incidentals.  L.  +  B.,  $323,900;  E.,  $102,260;  M., 
$75,739  (of  this  $55,739  for  salaries).  Annual  cost  of  insti- 
tution, $220.  S.,  436.  (3)  The  North  Carolina  State  Normal 
and  Industrial  College,  at  Greenboro,  is  devoted  to  the  training 
;rls  and  women.  The  object  of  the  institution,  as  set  forth 
in  the  act  establishing  it,  "is  ( I )  to  give  to  young  women  such 
education  as  shall  fit  them  for  teaching;  (2)  to  give  instruction 
to  young  women  in  drawing,  telegraphy,  typewriting,  stenogra- 
phy and  such  other  industrial  arts  (sic!)  as  may  be  suitable  to 
their  sex  and  conducive  to  their  support  and  usefulness.  Tuition 
9  ED 


130 

shall  be  free  to  those  who  signify  their  intention  to  teach."  The 
entrance  requirements  are  low.  Manual  training,  domestic  sci- 
ence and  domestic  arts  are  included  in  the  curriculum.  (4)  The 
Agricultural  and  Mechanical  College  for  the  Colored  Race,  at 
Greensboro,  .shares  in  the  Federal  and  State  appropriations.  Ent. 
req. :  Completion  of  the  seventh  grade.  The  four  years'  course 
in  agriculture  leads  to  a  degree  (B.  Agr.).  Short  courses  (two 
years)  in  the  trades  and  dairying.  There  is  also  a  night  school 
(industrial  improvement)  for  those  who  are  given  work  during 
the  day  to  enable  them  to<  earn  their  way  through  school.  The 
rate  of  pay  for  working  students  is  7^  cents  to  I2j4  cents  per 
hour.  Numerous  trades,  for  boys  and  girls,  are  taught  in  the 
institution.  S.,  194;  M.,  $31,500;  tuition,  $i  per  month.  Some 
free  tuition  scholarships  are  granted,  at  the  request  of  members 
of  the  Legislature.  (5)  The  State  Normals  and  the  State 
Schools  for  Defectives  are  institutions  which  offer  some  form 
of  manual  or  industrial  training,  and  receive  aid  from  the  treas- 
ury of  the  commonwealth. 

Private  Foundations  and  Mission  Schools. — Brevard  Institute, 
(for  girls),  at  Brevard,  is  an  elementary  and  high  school  (inclu- 
sive of  tenth  grade  only),  with  the  addition  of  courses  in  dress- 
making, millinery,  housework,  cooking,  laundering  and  mend- 
ing, business  courses,  music  and  normal  training.  Supported  by 
missionary  society,  church  and  tuition.  L.  +  B.,  $15,000;  E., 
$4,200;  S.,  212.  (2)  The  Industrial  Institute,  at  North  Wilkes- 
boro,  has  45  students  enrolled.  The  course  is  elementary.  (3) 
Dorland  Institute,  at  Hot  Springs,  is  supported  by  fees  and 
church  contributions.  Coed.  Students  must  be  over  |4  years 
of  age.  Fees,  $25  to  $48  per  year;  S.,  182;  L.  +  B.,  $35,000; 
E.;  $5,000;  M.,  $8,000.  (4)  The  Laura  Sunderland  Memorial, 
at  Concord,  is  an  elementary  school,  supported  by  missions.  (5) 
The  Asheville  Farm,  School,  Asheville;  Sikyland  Institute,  at 
Blowing  Rock,  and  Asheville  Academy  and  Industrial  School,  at 
Asheville,  are  other  institutions  offering  manual  or  industrial 
training. 

Private  Foundation  for  Colored. — ( i )  St.  Augustine's  School, 
at  Raleigh,  has  facilities  for  giving  instruction  in  a  few  trades 
and  industries,  in  addition  to  academic  courses  running  from 


kindergarten  to  Greek.  Board  and  tuition,  $8  per  month;  L. 
+  B.,  $120,000;  M.,  $29,400;  S.  428  (2)  Shaw  University,  at 
Raleigh;  Biddle  University,  at  Charlotte;  the  Joseph  K.  Brick 
School,  at  Enfield,  are  among  the  princippal  private  or  denom- 
inational institutions  of  the  State  giving  instruction  in  manual 
or  industrial  work  to  members  of  the  colored  race,  although 
\Yashburn  Seminary,  at  Beaufort;  Scotia  Seminary,  at  Con- 
cord; Bennett  College,  at  Greensboro;  Barrett  Collegiate  Insti- 
tute, at  Pee  Dee;  the  Albion  Academy,  Normal  and  Industrial 
School,  at  Franklinton,  and  Gregory  Normal  Institute,  at  Wil- 
mington, also  do  something  in  this  direction. 

NORTH   DAKOTA. 

Manual  Training  and  Industrial  Education. — Xo  important 
general  State  provision.  In  a  few  city  schools  and  in  the  State 
Normal  Schools  manual  training  is  found  (cp.,  also,  the  State 
Normal  and  Industrial  School,  farther  down). 

State  Schools. — (i)  The  State  University  and  School  of 
Mines  of  North  Dakota,  at  University,  includes  the  College  of 
Mechanical  and  Electrical  Engineering,  the  College  of  Mining 
Engineering  and  Teachers'  College  in  its  group  of  faculties.  It 
also  has  a  course  in  civil  engineering  and  a  model  high  school 
(connected  with  Teachers'  College),  in  which  courses  in  manual 
training  and  mechanical  drawing  are  offered.  Manual  train- 
ing courses  may  be  elected  by  .students  in  the  College  of  Liberal 
Arts.  The  College  of  Mining  Engineering  received  a  Federal 
grant  of  40,000  acres.  Univ.  S.,  861.  L.  +  B.,  $500,000;  E., 
$125,000;  M.,  $146,457.  Cost  of  institution,  $170.10  annually. 
Ent.  req. :  Fifteen  Carnegie  units.  Tuition  free,  except  for  law 
course.  (2)  The  North  Dakota  Agricultural  College,  at  Agri- 
cultural College,  has  undergraduate  courses  in  agriculture  and 
civil  and  mechanical  engineering,  with  short  courses  in  farm 
husbandry,  agriculture,  steam  engineering  and  domestic  science. 
A  three  years'  course  for  the  training  of  teachers  in  the  ele- 
ments of  agriculture  and  the  mechanic  arts  is  also  offered.  Land 
grant  endowment  valued  at  $1,300,000.  Income:  From  Mor- 
rill  fund,  $30,000:  land  grant,  $44,422;  State  tax,  $33,678;  fees, 


132 

etc.,  $11,625.  L.  +  B.,  $337,795;  E.,  $66,065;  M.,  $119,726. 
Ent.  req. :  Eighth  grade  graduation.  Regular  courses,  4  years 
in  duration.  S.,  988,  (3)  The  State  Normal  and  Industrial 
School,  at  Ellendale. — Organized  as  the  State  Manual  Training 
School  in  1899.  Name  changed  in  1907.  "Its.  purpose  is  to 
offer  young  men  and  women  opportunity  to  secure  a  liberal  edu- 
cation ;  to  train  teachers  to  serve  in  the  public  schools,  and  to 
afford  adequate  and  systematic  training  in  the  commercial,  artis- 
tic, domestic  and  mechanical  industries."  Has  a  "normal"  and 
an  "industrial"  department.  Ent.  req. :  to  normal  department, 
completion  of  eighth  grade;  to  industrial  department,  comple- 
tion of  seventh  grade.  Three  normal  courses  of  four  years  and 
one  of  a  single  year  (for  teachers  in  common  schools)  ;  indus- 
trial department  courses  in  mechanic  arts,  steam  engineering, 
printing  and  farm  engineering,  besides  commercial  arts,  home 
economics,  fine  arts,  library  economy  and  music — each  four 
years.  In  the  industrial  department  186  points'  credit  are  re- 
quired for  graduation,  of  which  123  must  be  in  academic  subjects 
and  physical  training  (plus  6  points  in  military  science,  for  young 
men)  ;  the  remaining  points  to  be  elected.  Graduates  from  the 
mechanics'  arts,  home  economics,  or  fine  arts  courses  receive 
a  State  life  certificate  entitling  the  holders  to  teach  the  special 
subject  in  the  schools  of  the  State.  The  school  has  40,000  acres 
of  land.  B.,  $100,000;  M.,  $40,000  to  $50,000;  S.,  273.  No 
fees.  Cost  of  inst,  $190  to  $200  annually.  (4)  The  State 
School  of  Sicience  was  established  at  Wahpeton,  and  offers  the 
first  two  years  o-f  college  courses  in  civil,  electrical  and  mechan- 
ical engineering,  besides  more  elementary  work.  S.,  2^7.  (5) 
A  State  School  of  Forestry,  to  be  known  as  the  North  Dakota 
School  of  Forestry,  is  projected  for  Bottinea'u.  "The  object  of 
the  School  of  Forestry  shall  be  to<  furnish  the  instruction  and 
training  contemplated  in  an  agricultural  high  school,  empha- 
sizing those  subjects  that  have  a  direct  bearing  on  forestry  and 
horticulture."  School  for  Deaf  and  Dumb. — The  State  School 
for  the  Deaf  and  Dumb,  located  at  Devil's  Lake,  has  an  indus- 
trial department,  where  the  boys  are  taught  printing  and  car- 
pentry, and  the  girls,  housework,  sewing  and  dressmaking. 

Indian   Schools. — Indian   schools   offering  manual   work   are 
located  at  Elbowoods  and  Fort  Totten. 


133 

OHIO. 

Manual  Training  and  Industrial  Education. — The  State  laws 
relating  to  these  subjects  are  merely  permissive  in  character. 
Manual  training  is  taught  in  the  schools  of  the  principal  munici- 
palities, and  in  some  of  the  smaller  towns.  Cleveland  has  a 
magnificent  and  costly  new  technical  high  school.  (L.+B., 
$550,000:  E.,  $75,000;  S.,  662).  In  the  Jewish  Orphan  Asylum, 
at  Cleveland,  manual  training  is  taught  to  pupils  who  are  almost 
exclusively  of  elementary  grade.  Cincinnati  has  its  celebrated 
Ohio  Mechanics'  Institute  (see  below)  and  its  Technical  School. 
The  Y.  M.  C.  A.  has  built  up  strong  industrial  improvement 
(and  trade)  classes,  especially  at  Cleveland,  where  it  also  has  a 
School  of  Navigation.  At  Cleveland  the  Y.  W.  C.  A.  gives 
industrial  instruction.  In  the  Old  Soldiers'  and  Sailors'  Or- 
phans' Home,  at  Xenia,  manual  training  and  some  industrial 
branches  are  found. 

State  Schools. — Ohio  has  three  institutions  which  are  reckoned 
as  State  universities — Miami,  Ohio  and  Ohio  State — but  the 
school  receiving  the  Federal  appropriations  for  agriculture  and 
the  mechanic  arts  is  Ohio  State  University,  located  at  Columbus. 
It  was  established,  originally  (Act  of  1870),  as  the  "Ohio  Agri- 
cultural and  Mechanical  College."  The  title  was  changed  by 
the  Legislature  in  1878.  Of  especial  interest,  in  connection  with 
this  memorandum,  are  the  College  of  Education,  the  College  of 
Agriculture  and  Domestic  Science  and  the  College  of  Engin- 
eering— departments  of  the  university.  In  the  College  of  Educa- 
tion there  are  four  years'  courses  in  arts,  domestic  science  and 
manual  training,  for  teachers,  besides  the  general  course.  A  four 
years'  course  in  agriculture,  in  horticulture  and  forestry  and 
in  domestic  science;  a  two  years'  course  in  agriculture  and  in 
horticulture,  and  winter  courses  in  agriculture  and  in  dairying 
are  scheduled  in  the  College  of  Agriculture  and  Domestic  Sci- 
ence. Four-year  courses  in  architecture,  ceramics  (leads  to 
degree  of  Ceramic  Engineer — Cer.  E.)'  chemical,  civil,  electri- 
cal, mechanical  and  mine  engineering,  industrial  arts  and  man- 
ual training,  in  addition  to  two-year  courses  in  clay- working , 
industrial  arts  and  shopwork  and  mining  are  offered  in  the  Col- 


134 

lege  of  Engineering.  Total  S.  in  Univ.,  2,686.  (2)  Ohio 
University,  at  Athens,  receives  State  aid,  annually,  to  the  amount 
of  about  $94,000,  and  approximately  $15,000  from  other  sources. 
Special  appropriations  are  not  included  in  the  foregoing.  In- 
cluded in  its  faculties  are  the  State  Normal  College  (with  two 
and  four  years'  courses),  and  departments  of  civil  and  mechan- 
ical engineering.  L.  +  B.,  $1,000,000;  E.,  $75,000;  M.,  $123,- 
200  (of  this  $56,627  for  salaries)  ;  S.,  1,386.  (3)  Miami  Uni- 
versity, at  Oxford,  has  a  department  for  teachers,  w7ith  instruc- 
tion in  domestic  science  and  allied  branches,  but  is  not  equipped 
for  instruction  in  engineering.  (4)  The  Ohio  State  School  for 
Blind  and  the  Ohio  Institution  for  the  Education  of  the  Deaf 
and  Dumb,  at  Columbus;  the  Ohio  State  Reformatory,  at  Mans- 
field; the  Girls'  Industrial  Home  (reform),  at  Delaware,  and 
the  Boys'  Industrial  School  (reform),  at  Lancaster,  are  insti- 
tutions in  which  forms  of  manual  training,  or  industrial  educa- 
tion, are  found. 

Municipal  University. —  (i)  The  University  of  Cincinnati 
maintains  a  college  for  teachers  and  a  strong  engineering  de- 
partment, with  four-year  courses  in  civil,  mechanical,  electrical 
and  chemical  engineering.  In  addition,  there  is  the  so-called 
"co-operative  course."  Students  enrolled  in  this  course  spend 
alternate  weeks  in  the  engineering  college  and  in  the  manufac- 
turing shops  of  the  city.  There  are  two  sections  in  the  class 
which  alternate,  so  that  when  one  group  is  at  the  shop  the  other 
is  at  work  in  the  college.  The  course  takes  six  years.  Students 
work  full  time  at  the  shops  during  the  summer,  but  have  several 
weeks'  vacation  from  the  school ;  also  a  week  off  at  th$  Christ- 
mas season.  The  course  was  made  possible  through  the  co-opera- 
tion of  over  forty  Cincinnati  manufacturers.  The  local  machine 
industries  are  peculiarly  adapted  to  the  success  of  the  plan.  The 
students  are  paid  a  scale  of  wages  which  begins  at  ten  cents  per 
hour,  and  is  increased  at  the  rate  of  one  cent  per  hour  every  six 
months.  The  total  earnings  during  the  course  are  about  $1,800. 
The  first  year  of  the  Cincinnati  trial  28  students  undertook  the 
plan;  the  second  year,  44.  This  year  there  were  nearly  two 
thousand  applications.  Only  a  small  proportion  of  these  could  be 
accommodated.  Put  into  successful  operaati6n  by  Dean  Herman 


135 

Schneider,  the  co-operative  plan  has  been  introduced,  in  a  modi- 
fied form,  into  Lewis  Institute,  Chicago  (cp.,  Illinois),  and  the 
schools  of  Fitchburg,  Massachusetts.  University  source  of  sup- 
port, annually;  from  municipal  appropriations,  $139,000;  from 
proceeds  of  endowment,  $50,500;  from  student  fees,  $52,000; 
total  (including  miscellaneous),  $255,000;  endowment,  $1,500,- 
ooo ;  L.+B.,  $1,700,000;  E.,  $100,000.  Each  graduate  costs 
about  $1,900;  including  students  that  never  finish  the  annual  cost 
per  pupil  is  about  $210.  In  professional  departments,  tuition  of 
$75  to  $125  annually  is  charged.  In  arts  and  letters  and  pure 
sciences,  tuition  is  free  to  citizens  of  Cincinnati.  It  is  announced 
that  the  preparatory  technical  department  of  the  university  will 
be  discontinued.  For  admission  to  the  colleges  16  units  are  re- 
quired. S.,  1,264  (174  in  engineering). 

Private  Foundations. — (i)  The  Ohio  Mechanics  Institute,  at 
Cincinnati,  founded  in  1828,  was  incorporated  by  a  private  so- 
ciety. Any  reputable  citizen  above  the  age  of  21  years  may 
belong  to  this  society  upon  the  payment  of  an  annual  fee  of  $3, 
or  $50  for  life  membership.  Maintenance  is  derived  from  mem- 
berships, from  the  interest  (at  4  per  cent.)  on  the  endowment  of 
$350,000,  and  from  nominal  tuition  fees,  amounting  to  about 
$36,000  annually.  The  institute  is  not  an  industrial  improve- 
ment school  alone.  It  has  a  "technological  high  school,  with 
regular  four-year  courses  in  mechanics,  architecture,  science  and 
industrial  art,  an  evening  industrial  improvement  school  with  a 
variety  of  courses  (organized  in  1856-' 57 — 22,000  students  have 
received  instruction  in  this  department),  Saturday  courses  (9 
A.  M.  to  12  M.),  and  a  summer  school  (six  weeks).  There  are 
no  special  requirements  for  entrance,  except  for  admission  to 
the  high  school,  which  is  of  the  usual  grade.  S.  in  summer 
school,  267  (81  of  these  in  elementary  manual  training)  ;  in  Sat- 
urday class,  24;  in  the  high  school,  370;  in  the  evening  school, 
1,092;  total,  without  duplication,  1,345.  L.+B.,  $400,000;  E.. 
$75,000.  (2)  Case  School  of  Applied  Science,  in  Cleveland,  is 
an  institution  of  full  college  rank,  requiring  high  school  gradua- 
tion, or  the  equivalent,  for  admission.  The  courses  are  four  years 
in  length  in  civil,  railroad,  structural,  mechanical,  electrical,  min- 
ing and  metallurgical  engineering  and  in  physics  and  chemistry. 


1 36 

The  degree  of  Bachelor  of  Science  is  conferred.  By  agree- 
ment between  the  school  a'nd  Adelbert  College,  students  entering 
Adelbert  College  may  complete  the  courses  in  both  institutions 
within  five  years.  Three  of  these  are  to  be  spent  at  Adelbert  Col- 
lege, and  the  last  two  at  Case  School.  Endowment,  $2,300,000; 
L.+R,  $850,000;  E.,  $175,000;  M.,  $100,000;  S.,  440;  fees  for 
mstruction,  $100  per  annum.  (3)  Several  colleges  in  Ohio  not 
mentioned  in  the  foregoing  paragraphs,  support  departments  for 
the  training  of  teachers,  and  in  connection  therewith  give  in- 
struction in  sub-industrial  branches,  and  one  of  them — Wilber- 
force  University,  at  Wilberforce,  for  colored  students  of  both 
sexes — has  a  considerable  industrial  department.  Total  S.,  422. 

OKLAHOMA. 

Manual  Training  and  Industrial  Education. — No  State  aid  for 
manual  training.  This  branch  is  taught  in  a  few  city  schools 
"The  elementary  principles  of  agriculture,  horticulture,  animal 
husbandry,  stock  feeding,  forestry,  building  country  roads,  and 
domestic  science,  including  the  elements  of  economics,  shall  be 
embraced  in  the  branches  taught  in  all  the  public  schools  of  this 
State  receiving  any  part  of  their  support  from  this  State,  and 
these  branches  shall  be  as  thoroughly  studied  and  taught  by  ob- 
servation, practical  exercises  and  the  use  of  text  and  reference 
books  and  in  the  same  manner  as  are  other  like  required  branches 
in  said  public  schools"  (School  Laws,  1908).  In  order  to  carry 
out  the  provisions  of  the  State  Constitution  relating  to  the  teach- 
ing of  the  elements  of  agriculture,  horticulture,  stock  feeding  and 
domestic  science  in  the  common  schools  of  the  State,  a  "State 
Commission  for  Agricultural  and  Industrial  Education"  was  cre- 
ated by  the  Legislature  of  1908  (the  Franklin  Act,  approved 
May  20).  It  consists  of  the  State  Superintendent  of  Public  In- 
struction, chairman;  the  President  of  the  State  Board  of  Agri- 
culture and  the  President  of  the  Agricultural  and  Mechanical 
College.  The  commissioners  serve  without  additional  pay.  An 
annual  report  to  the  Governor  is  required.  After  July  ist,  1909, 
no  person  is  to  be  allowed  to  teach  in  the  public  schools  of  the 
State  who  has  not  passed  a  satisfactory  examination  in  the  ele- 


137 

ments  of  agriculture  and  allied  branches,  as  required  by  the  para- 
graph cited  as  above.  In  each  of  the  State  normal  schools  a 
department  to  be  known  as  the  "Department  of  Agricultural  and 
Industrial  Education"  is  established,  and  a  yearly  appropriation 
of  $2,500  ("or  as  much  thereof  as  may  be  necessary")  out  of 
the  State  treasury  is  made  to  each  of  the  State  normal  schools 
for  the  maintenance  of  this  department.  The  Agricultural  and 
Mechanical  College  is  designated  by  law  "the  head  of  the  agri- 
cultural, industrial  and  allied  science  system  of  education."  The 
"Chair  of  Agriculture  for  Schools"  is  created  in  the  Agricultural 
and  Mechanical  College.  The  duty  of  the  incumbent  is  "to  direct 
and  advise  in  all  matters  relating  to  the  teaching  of  agriculture 
and  allied  subjects  in  the  common  schools,  under  the  supervision 
of  the  President  of  the  Agricultural  and  Mechanical  College." 
He  is  to  visit  normals,  institutes  and  public  schools,  and  prepare, 
print  and  distribute  such  leaflets  and  other  literature  as  may  be 
helpful  to  teachers.  Graduates  of  the  four-year  course  in  the 
Agricultural  and  Mechanical  College  are  granted  a  permanent 
teacher's  certificate  of  first  grade  by  the  State  Superintendent  of 
Public  Instruction,  when  application  is  approved  by  the  Commis- 
sion for  Agricultural  and  Industrial  Education.  The  Commis- 
sion prepares  courses  of  study  in  the  subjects  concerned  for  the 
public  schools  (the  creation  of  district  agricultural  schools  has 
been  mentioned  in  the  introduction  of  this  chapter).  An  experi- 
mental farm  must  be  operated  by  each  of  the  district  agricultural 
schools.  A  farmers'  short  course,  extending  over  at  least  one 
week,  must  be  held  annually  in  connection  with  each  district 
agricultural  school.  No  tuition  may  be  charged  for  such  courses, 
and  no  entrance  examinations  required,  and  all  white  citizens 
over  fifteen  years  of  age  are  entitled  to  admission.  The  appro- 
priation for  each  of  the  first  two  district  agricultural  schools  to 
be  established  was  $20,000  for  the  erection  of  buildings,  with  an 
additional  $12,000  per  annum  for  maintenance.  One- fourth  of 
the  sum  appropriated  for  maintenance  must  be  expended  in  de- 
veloping agricultural  experiments.  The  first  agricultural  school 
under  the  new  law  was  established  at  Tishomingo,  and  the  second 
at  Warner.  Each  locality  furnished  a  building  free  of  rent  until 
such  time  as  the  new  structure  might  be  completed.  The  people 


138 

of  Warner  gave  160  acres  of  land;  the  residents  of  Tishomingo 
furnished  100  acres  and  a  contract  for  free  light  and  heat  for  a 
period  of  years. 

State  Schools. — The  State  University  of  Oklahama,  at  Nor- 
man, has  a  School  of  Applied  Science,  in  which  civil,  mechanical 
and  electrical  engineering  are  taught,  and  a  School  of  Mines,  for 
instruction  in  mining  engineering.  The  University  is  endowed 
with  lands  valued  at  $3,670,000.  Total  S.  in  University,  790. 

(2)  The  Oklahoma  Agricultural  and  Mechanical  College,  at  Still- 
water,  receives  the  Federal  aid.     For  admission  to  sub-freshman 
year  of  five-years  courses,  eighth  grade  graduation  is  required. 
Degree  of  B.  S.     Agriculture ;  general  science ;  science  and  liter- 
ature; civil,   electrical  and  mechanical  engineering  are  the  six 
regular  courses.     Short  courses  are  taught.     There  is  trade  in- 
struction in  printing,  and  correspondence  courses  in  agriculture, 
the  latter  especially  for  teachers.     S.,  581   (of  these  136  in  pre- 
paratory class).     Fees  are  nominal.     M.,  $55,000  to  $60,000. 

(3)  The  Colored  Agricultural  and  Normal  University,  at  Lang- 
ston,  receives  Federal  aid.      Several  trades  are  taught.     Elec- 
trical and  mechanical  engineering,  agriculture  and  architecture 
are  the  titles  of  some  of  the  longer  courses.     S.,  355,  mostly  in 
the  preparatory  department.     The  school  was  richly  endowed 
with  Federal  lands. 

Indian  Schools. — Indian  schools  in  which  some  manual  or 
industrial  work  is  given  are  Murrow  Indian  Orphans'  Home, 
Atoka;  Chilocco  Agricultural  School,  Chilocco;  Seger  Colony 
School,  Colony;  Arapaho  Training  School  and  Cheyenne  Train- 
ing School,  Darlington;  Red  Moon  School,  Lawton;  C&age  In- 
dian Training  School,  Pawhuska ;  Ponca  Training  School, 
Whiteeagle;  Seneca  Training  School,  Wyandatte;  Pawnee  Train- 
ing School,  Pawnee ;  Shawnee  Training  School,  Shawnee. 

OREGON. 

Manual  Training,  and  Industrial  Education. — Local  boards 
may  direct  that  all  or  a  part  of  the  two  years  of  optional  work 
in  the  high  school  may  be  devoted  to  manual  training.  Also,  any 
school  board  may  establish  a  department  of  industrial  training  in 


139 

connection  with  local  high  school.  Xo  State  aid.  ( i )  The  Port- 
land School  of  Trades.  Under  the  direction  of  the  Board  of  Edu- 
cation. Established  in  1908  (September).  Follows  the  experi- 
ment inaugurated  previously  by  several  other  American  schools, 
notably  Springfield,  New  York  City  (Brooklyn,  Long  Island  City 
and  Manhattan),  Hartford,  Cambridge,  Milwaukee  and  Phila- 
delphia, and  recently  by  Cleveland.  Machine  shop  practice, 
plumbing,  electrical  construction,  woodwork  (including  carpen- 
try, pattern-making  and  cabinet-making),  and  mechanical  and 
architectural  drawing  are  taught.  English,  mathematics,  applied 
physics  and  industrial  chemistry  also  included  in  the  course, 
which  is  three  years  in  duration.  By  December  i6th,  1908,  125 
pupils  had  enrolled.  Entrance  requirements :  any  male  graduate 
of  the  grammar  schools,  or  any  boy  fifteen  years  of  age  who  is 
not  a  graduate  of  the  grammar  schools  may  be  admitted.  The 
institution  occupies  a  recently  constructed  annex  to  a  regular 
school.  The  equipment  is  costly. 

State  Schools. — (i)  The  University  of  Oregon,  at  Eugene, 
includes  in  its  curriculum  courses  in  civil,  electrical,  mechanical, 
mining  and  chemical  engineering.  No  tuition,  but  incidental  fee 
($10).  Admission,  15  units.  F.,  105;  S.,  714  (105  in  engineer- 
ing). Cost  of  instruction,  $200  per  pupil,  annually.  (2)  Oregon 
Agricultural  College  and  Experiment  Station  (Corvallis).  Four- 
years  course,  leading  to  degree  of  bachelor  of  science ;  agriculture, 
including  degree  courses  in  animal  husbandry,  dairy  husbandry, 
horticulture,  poultry  husbandry,  veterinary  science,  agricultural 
chemistry,  bacteriology,  and  entomology,  forestry,  domestic  sci- 
ence and  art ;  civil,  electrical,  mechanical  and  mining  engineering  ; 
commerce  and  pharmacy.  "Elementary  industrial  courses" 
("strictly  vocational")  offered  this  year  for  the  first  time;  two 
years'  courses  in  agriculture,  forestry,  mechanic  arts,  domestic 
science  and  art,  and  commerce.  These  are  sub-freshman  courses. 
Also  are  given  the  following  winter  courses:  10  weeks  in  dairy- 
ing; 6  weeks  in  horticulture,  in  mechanic  arts,  in  domestic  sci- 
ence and  art ;  6  weeks  for  forest  rangers ;  two  weeks  in  creamer} 
practice,  and  a  "farmer's  week."  F.,  78;  S.,  1,156  (1908-' 09, 
nearly  1,500).  Tuition  free.  Normal  entrance  and  incidental 
fees.  A  professorship  in  industrial  pedagogy  has  been  estab- 


140 

lished.  Extension  work  is  carried  on  in  over  fifty  institutes  an- 
nually. The  railroad  companies  co-operate  with  the  college  by 
furnishing  free  transportation  to  extension  professors.  At  times 
the)7  also  provide  a  "demonstration  train''  for  institute  purposes. 
Live  stock,  farm  machinery,  and  other  illustrative  material  was 
taken  on  the  demonstration  train  of  November,  1908,  which 
visited  southern  Oregon.  (3)  The  State  normal  schools  (Mon- 
motith,  Drain,  Weston  and  Ashland)  of  Oregon  are  receiving 
new  impetus  along  the  line  of  manual  training  and  domestic  sci- 
ence. (4)  The  Oregon  Institute  for  the  Blind,  the  Oregon  School 
for  Deaf  Mutes  and  the  Oregon  State  Reform  School,  all  located 
at  Salem,  furnish  training  in  a  variety  of  trades. 

Indian  Schools  are  found  at  Chemawa  (Salem  Training 
School),  Klamath  Agency,  and  Siletz. 

PENNSYLVANIA. 

Agriculture  in  th\e  Public  Schools. — Not  required  by  law.  The 
statistical  reports  show  that  agriculture  is  taught  in  over  350 
schools  throughout  the  State.  There  are  three  hundred  town- 
ship high  schools  in  Pennsylvania,  and  these  institutions  are  be- 
ing encouraged  to  introduce  the  study  of  agriculture,  domestic 
science,  and  manual  training.  The  State  aids  in  the  maintenance 
of  summer  schools  at  Ebensburg,  Pocono  Pines,  and  Mt.  Gretna, 
and  at  each  of  these  schools  "an  opportunity  is  given  to  those  who 
wish  to  learn  what  can  be  done  in  teaching  the  elements  of  agri- 
culture without  an  expensive  equipment"  (cp.  New  Jersey — 
courses  at  Cape  May.)  I 

Manual  Training. — Whenever  the  school  directors  or  con- 
trollers of  any  city  of  the  Commonwealth  are  requested  by  fifty 
or  more  taxpayers  to  establish  and  equip  "night  schools  for  the 
manual  training  of  children  above  the  age  of  twelve  years,"  they 
shall  do  so  and  keep  the  same  open  as  many  months  in  the  year  as 
day  schools  are  kept  open  in  the  city.  However,  when  the  average 
attendance  falls  below  fifteen,  nightly,  the  board  may  close  the 
school  for  the  remainder  of  the  term  (Law  of  1901).  Reports 
show  that  manual  training  was  taught  in  530  schools  of  the 
State,  altogether,  in  1907.  Sewing  was  taught  in  482  schools; 


cooking  in  187.  Not  all  of  the  State  normal  schools  have  course^ 
in  manual  training.  At  Girard  College  (Endowment,  $24,467 ;- 
770),  manual  training  has  an  important  place  in  the  curriculum. 
The  will  of  the  founder  did  not  provide  specifically  for  vocational 
training,  but  directed  that  the  boys  should  be  "bound  out  to  learn 
trades  when  they  leave  the  institution/'  Some  of  the  best- 
equipped  manual  training  schools  are  as  follows  :  ( i )  Northeast 
Manual  Training  High  School,  Philadelphia.  Admission  require- 
ments, eighth  grade  graduation.  The  course  is  three  years  in 
extent,  and  all  take  exactly  the  same  work,  except  in  modern 
languages.  There  are  four  periods  per  week  in  drawing,  and 
eight  in  some  form  of  manual  training,  throughout  the  term. 
S.,  1,055.  Tuition,  free.  L-,  $425,000;  B.+E.,  $375,000;  M., 
884.400.  Cost  of  instruction  per  pupil,  $125-$! 50  annually. 
The  record  of  the  graduates  is  extremely  creditable.  (2)  The 
Central  Manual  Training  High  School,  Philadelphia.  "The 
object  of  a  manual  training  school  is  the  education  of  all  the 
faculties  and  not  the  training  of  any  special  group.  The  boy  is 
trained  aesthetically,  mentally,  and  physically.  *  *  It  is  not 
the  purpose  of  this  school,  therefore,  to  produce  mechanics  any 
more  than  it  is  to  produce  any  other  class  of  specialists."  (state- 
ments of  the  Principal).  Eighth  grade  graduation  required  for 
admission.  The  course  of  study  covers  three  years.  L.+B., 
$60,000;  E.,  $25,000;  S.,  793.  Annual  cost  of  instruction  per 
pupil,  $125  (considering  investment).  A  large  percentage  of 
the  graduates  of  the  manual  training  high  schools  of  Philadelphia 
continue  their  work  in  higher  institutions.  (3)  The  C.  M. 
Schwab  Manual  Training  School,  at  Homestead.  "Mr.  Schwab 
purchased  the  equipment  for  carpentry,  woodturning  and  me- 
chanical drawing  for  starting  work  in  the  basement  of  a  ward 
school,  in  1889.  This  proved  so  popular  with  the  pupils  and 
parents  that  Mr.  Schwab  erected  a  fine  four-story  brick  and  stone 
building,  which  cost  about  $100,000,  with  equipment.  This  he 
presented  to  the  people  of  Homestead''  (D.  W.  McKenney,  in  a 
letter).  The  institution  is  maintained  by  the  public  school  tax. 
All  pupils  in  the  sixth,  seventh  and  eighth  grades  of  the  ele- 
mentary school,  and  the  first  two  years  of  the  high  school,  take 
manual  training  and  domestic  science — the  grade  pupils  three 
hours  per  week,  and  the  high  school  pupils  six  hours  per  week. 


142 

\ 

(4)  The  Scranton  Technical  High  School  enrolls  nearly  650 
pupils. 

Industrial  Education. — No  provision  in  the  laws  of  the  State. 

State  Schools. — (i)  The  Pennsylvania  State  College,  at  State 
College  (Centre  county),  receives  the  Federal  grants.  The  usual 
United  States  Experiment  Station  is  an  adjunct  of  the  College. 
Entrance  requirements,  14  units.  Four-year  courses  in  civil, 
-electrical  (large  enrollment),  mechanical,  sanitary,  and  electro- 
chemical engineering;  in  agricultural  chemistry,  agronomy, 
animal  husbandry,  biology,  chemistry,  dairy  husbandry,  forestry, 
horticulture,  industrial  chemistry,  mathematics,  mine^  and 
metallurgy,  physics,  and  plant  pathology.  There  is  a  preparatory, 
or  sub-freshman  class,  also.  Seven  short  courses  are  given- 
five  in  agriculture,  one  in  mining,  and  an  elementary  course  in 
mechanics.  Short  courses  are  usually  twelve  weeks  in  length. 
The  "farmers'  week"  permits  of  a  course  of  lectures  and  prac- 
tical talks,  attendance  being  optional  with  any  citizen  of  the  State. 
A  very  successful  section  of  the  College  is  the  department  for  cor- 
respondence courses.  Thirty-one  courses  are  given,  each  con- 
sisting oi  from  four  to  nine  lessons.  Students  may  enroll  at  any 
time.  Last  year  5,050  individuals  were  registered  for  the  cor- 
respondence classes.  The  courses,'  with  the  number  of  lessons 
'devoted  to  each,  are  as  follows  :  Plant  life  (9)  ;  tile  drainage(5)  ; 
farm  bookkeeping  (5)  ;  the  silo  and  ensilage  crops  (5)  :  grain 
crops  (7)  ;  clovers  and  grasses  (7)  ;  tubers  and  roots  (6)  com- 
mercial fertilizers  (7)  ;  farm  manures  (7)  ;  principles  of  breed- 
ing (8)  ;  swine  husbandry  (7)  ;  the  breeds  of  horses  (6)  ;  sheep 
husbandry  (8)  ;  stock  feeding  (8)  ;  beef  production  (7)  i  poultry 
husbandry  (9)  ;  propagation  of  plants  (9)  ;  principles  of  fruit 
.growing  (6)  ;  insects  and  insectides  (6)  ;  vegetable  gardening 
(9)  ;  milk  and  its  products  (7)  ;  dairy  bacteriology  (7)  ;  butter 
making  (7)  ;  dairy  breeds  of  cattle  (7)  ;  dual  purpose  breeds  (5)  ; 
cheese  making  (7)  ;  principles  of  cooking  (8)  ;  house  furnishing 
(8)  ;  the  art  of  canning  and  preserving  (8)  ;  heating  and  ventilat- 
ing (7)  ;  bee  keeping  (9).  The  land  grant  and  other  endowment 
funds  amount  to  $517,000.  L.  +  B.,  $1,405,499.92;  E., 
-$150,000;  M.,  $530,000.  Number  of  students  (exclusive  of  those 


'43 

in  correspondence  classes),  1,151.  (2)  The  State  normal  schools. 
In  Pennsylvania  they  are  in  reality  private  foundations,  but  re- 
ceive State  appropriations.  Facilities  for  instruction  in  manual 
training  and  domestic  science  are  afforded  by  the  better  institu- 
tions. Many  of  the  normal  schools  offer  extended  business 
courses,  a  situation  not  paralleled  in  other  States.  (3)  Pennsyl- 
vania has  numerous  schools  for  defectives,  and  institutions  for 
reform.  They  are  generally  well  equipped  for  the  teaching  of 
trades. 

Government  Indian  School. — The  United  States  Indian  In- 
dustrial School  (commonly  known  as  "Carlisle1'),  at  Carlisle, 
enrolls  over  a  thousand  pupils  of  both  sexes,  a  great  majority  of 
them  in  the  elementary  school.  Although  there  is  an  academic 
and  normal  training  department,  the  principal  attention  is  paid 
to  the  trade  school  division  of  the  institution.  (For  further  in- 
formation, cp.  "Introduction,"  or  send  to  the  Superintendent  for 
booklet  entitled  "This  is  Carlisle.") 

Private  Foundations. — (i)  The  University  of  Pennsylvania, 
at  Philadelphia,  offers  courses  (in  the  Towne  Scientific  School) 
in  architecture,  and. in  civil,  mechanical,  electrical,  and  chemical 
engineering.  About  one-fifth  of  the  total  number  of  students 
(4,500)  are  enrolled  for  these  subjects.  (2)  Lehigh  University, 
at  South  Bethlehem,  has  a  "School  of  General  Literature"  (with 
classical  and  Latin-scientific  courses),  as  well  as  a  "School  of 
Technology,"  but,  if  measured  by  the  attendance,  it  is  almost 
exclusively  an  engineering  college.  There  are  courses  in  civil, 
mechanical,  metallurgical,  mining,  -electrical,  and  chemical  en- 
gineering, and  in  electrometallurgy,  and  chemistry.  A  one-year 
course  in  electricity  is  also  given.  The  record  of  the  graduates 
of  the  University  is  a  remarkable  showing.  Tuition:  $60  in 
School  of  General  Literature;  $100  for  course  in  chemistry; 
$150  for  technical  course.  S.,  698;  L.  +  B.  +  E.,  about 
$2,000,000;  M.,  $180,000  (nearly  two-thirds  of  this  is  returned 
in  the  way  of  tuitions — the  balance  is  obtained  from  the  endow- 
ment, and  gifts.  (3)  The  Western  University  of  Pennsylvania, 
at  Allegheny,  has  courses  in  mechanical,  civil,  electrical,  chemical, 
and  mining  engineering.  (4)  Lafayette  College,  at  Easton,  fur- 
nishes instruction  in  civil,  mining,  electrical,  and  chemical  engi- 


144 

neering.  (5)  Pennsylvania  Military  College,  at  Chester,  offers 
civil  and  mining  engineering.  (6)  Swarthmore  College,  at 
Swarthmore,  has  students  in  civil,  electrical,  and  mechanical  engi- 
neering. (7)  Villano'va  College,  at  Villanova,  gives  instruction 
in  mechanical  engineering.  (8)  Allegheny  College,  at  Meadville, 
has  a  course  in  civil  engineering.  (9)  Washington  and  Jefferson 
College,  at  Washington,  gives  a  course  in  civil  engineering.  ( 10) 
Engineering  subjects  are  taught  in  Temple  University  and  in 
Drexel  Institute,  at  Philadelphia;  also  in  the  Carnegie  Technical 
Schools,  at  Pittsburg  (see  below). 

Private  Foundations  Furnishing  Industrial  Instruction  of  the 
Trade  or  Industrial  Improvement   Types. —  (i)    The  Carnegie 
Technical  Schools,  at  Pittsburg.     They  are  under  the  control  of 
a  committee  of  the  Board  of  Trustees  of  Carnegie  Institute.    The 
institute  comprises,   also,  the  Carnegie  Library  of  the  City  of 
Pittsburg,  art  galleries,  a  museum,  and  music  hall.    The  technical 
schools  are  located  on  a  site  containing  thirty-two  acres  oi  land, 
adjoining  Schenley  Park,  near  the  Carnegie  Library  and  Institute 
building,  and  at  the  geographical  center  of  the  city.     The  schools 
are  four  in  number — the  School  of  Applied  Science,  the  School 
of  Applied  Design,  the  School  for  Apprentices  and  Journeymen, 
and  the  Margaret  Morrison  Carnegie  School  for  Women.     The 
first  school  was  opened  in  1905.    Other  buildings  are  being  added 
from  time  to  time.     Beginning  with  a  gift  of  one  million  dollars, 
Mr.   Andrew   Carnegie   soon   increased   the   endowment   of  the 
schools  to  four  millions.     Students  are  not  admitted  under  the 
age  of  sixteen  years.     Tuition   fees  are  nominal — for  the  day 
courses,  usually  $20  annually  for  residents  of  Pittsburg, ^nd  $30 
for  others;  and  in  the  night  schools,  $5  to  $7  per  year,   (a)  In 
the  School  of  Applied  Science  there  are  courses  for  both  day  and 
evening    students.      They    include    chemical,    civil,    mechanical, 
metallurgical,  and  mining  engineering  practice.     Candidates  for 
a  diploma  must  complete  a  regular  outline  of  study  which  approx- 
imates 3,500  lesson  hours.     Each  student  must  carry  a  schedule 
of  at  least  twenty-two  hours  per  week.    The  length  of  the  course 
is  indeterminate,  and  depends  upon  the  ability  of  the  student. 
Candidates  for  entrance  are  required  to  pass  satisfactory  examin- 
ations in  four  of  the  following  subjects:  algebra  through  quad- 


H5 

ratios,  plane  geometry,  solid  geometry,  English  (spelling,  gram- 
mar, composition),  and  high  school  physics  or  high  school  chem- 
istry. It  is  impossible  for  anyone  to  complete  the  work  in  less 
than  three  years,  unless  he  enters  the  school  with  advanced  stand- 
ing. The  courses  of  study  offered  in  the  night  school  are  identical 
with  those  given  during  the  day.  Preparatory  night  courses  are 
also  given,  either  at  the  rate  of  two  nights,  or  of  four  nights  per 
week.  It  is  the  night  schools  which  are  most  largely  attended. 
(b)  The  School  for  Apprentices  and  Journeymen  offers  three 
distince  groups  of  courses — day  industrial  courses,  and  night  in- 
dustrial improvement  and  trade  courses  for  apprentices;  and 
night  industrial  improvement  and  trade  courses  for  journeymen. 
During  the  year  icjoS-'oo,,  two-year  day  courses  were  offered  in 
mechanical  drafting,  stationary  engineering,  the  machinery 
trades.  The  day  school  is  in  session  six  hours  a  day  for  five  days 
a  week,  or  approximately  eight  hundred  hours  in  the  year.  The 
length  of  the  courses  would  ordinarily  be  two  years.  In  the  night 
industrial  improvement  and  trade  courses,  attendance  is  required 
on  three  evenings  of  each  week.  Courses  are  offered  to  appren- 
tices in  the  following  trades :  machinery  trades — machine  work, 
patternmaking,  blacksmithing  and  forging,  molding  and  foundry 
work;  in  the  building  trades — plumbing,  bricklaying,  electric 
wiring,  sheet  metal  and  cornice  work,  house  painting,  hard-wood 
finishing  and  graining,  and  sign  painting.  Courses  for  other 
trades  are  to  be  added.  The  night  courses  for  journeymen  re- 
quire less  practical  work  than  the  courses  for  apprentices,  and 
more  time  is  devoted  to  the  study  of  drawing,  mathematics,  and 
the  theory  underlying  the  trades,  (c)  The  School  of  Applied 
Design  provides  instruction  in  architecture  and  interior  decora- 
tion. Courses  are  to  be  organized  in  various  branches  of  the  arts. 
Night  instruction  is  afforded,  (d)  The  Margaret  Morrison 
Carnegie  School  for  Women  furnishes  instruction  for  the  train- 
ing of  women  in  specialized  vocations.  There  are  technical  and 
special  day  courses ;  and  special  and  trade  or  industrial  improve- 
ment courses  are  given  at  night.  Specialization  is  offered  in  the 
departments  of  household  arts,  dressmaking,  costume  design, 
and  secretarial  work.  Night  courses  are  offered  in  sewing, 

10  ED 


146 

millinery,  designing  and  embroidery,  and  cooking,  besides 
stenography  and  bookkeeping.  S.,  $2,000.  (2)  Temple  Univer- 
sity, at  Philadelphia,  gives  courses  in  civil  and  mechanical  engi- 
neering— especially  designed  for  those  who  are  at  work  during 
the  day.  For  girls  and  women  there  are  courses  in  dressmaking, 
millinery,  cooking,  domestic  science  and  domestic  art.  The  even- 
ing department  is  in  session  every. week  day  from  7  to  10  P.  M. 
Students  attend  classes  two  evenings  a  week,  or  oftener,  accord- 
ing to  the  needs  of  the  course.  S.,  3,475.  (3)  Drexel  Institute 
of  Art,  Science  and  Industry,  at  Philadelphia,  was  founded  in 
1891.  "The  chief  object  of  the  institute  is  the  extension  and 
improvement  of  industrial  education  as  a  means  of  opening  bet- 
ter and  wider  avenues  of  employment  to  young  men  and  women." 
The  institution  is  co-educational,  and  there  are  both  day  and 
evening  courses,  lasting  from  one  year  to  three  years.  Some 
students  spend  five  years  in  successive  departments.  Night 
courses  are  six  months  in  length.  Along  with  other  subjects, 
courses  are  offered  in  the  following  branches :  Architecture,  elec- 
trical, mechanical,  civil  and  steam  engineering,  mechanical  draw- 
ing, applied  electricity,  shop  work  in  wood  and  iron,  building 
construction  and  machine  construction,  surveying,  telephony, 
household  science  and  economics,  sewing,  dressmaking,  millinery, 
shirtwaist-making,  photography,  domestic  arts,  clay  modeling, 
wood  carving,  design  and  decoration.  Fees  range  from  five  dol- 
lars to  one  hundred  dollars  per  term.  Endowment,  $2,200,000; 
M.  is  derived  from  endowment  and  students'  fees  exclusively. 
L.B.,  $1,500,000;  E.,  $200,000  (this  valuation  does  not  include 
the  picture  gallery,  library  and  manuscripts,  which  may  tfe  placed 
at  nearly  $1,000,000).  Enrollment  in  regular  departments  and 
evening  courses,  2,800.  Free  public  lectures  are  given  annually 
to  an  aggregate  of  30,000  individuals.  (4)  The  Williamson 
Free  School  of  Mechanical  Trades  (P.  O.,  Williamson  School) 
is  located  about  sixteen  miles  from  the  Broad  Street  Station, 
Philadelphia.  It  was  founded  in  1888  by  Isaiah  V.  Williamson. 
A  farm  of  230  acres  and  over  two  dozen  buildings  are  devoted 
to  the  use  of  the  school.  Clothing,  board  and  instruction  are  en- 
tirely free.  The  trades  taught  are:  carpentering,  bricklaying 
(including  range,  furnace  and  boiler  setting,  etc.),  machine  trade 


147 

in  all  its  usual  details,  pattern-making,  steam  and  electrical  engi- 
neering and  steam-fitting.  Each  pupil  undertakes  a  single  trade, 
together  with  instruction  in  the  theoretical  subjects  bearing  upon 
that  trade,  and  such  purely  academic  subjects  as  are  required. 
Admission  is  in  April.  The  term  lasts  throughout  the  year,  with 
short  vacations.  The  course  is  about  three  and  one-half  years 
in  length.  Pupils  are  indentured  to  the  trustees  after  a  short 
trial,  the  apprenticeship  lasting  throughout  the  course.  Candi- 
dates are  admitted  only  between  the  ages  of  16  and  18  years, 
and  the  entrance  examinations  cover  the  branches  taught  in  the 
elementary  schools.  The  institution  has  more  applicants  than  can 
be  accommodated,  hence  preference  is  made  in  the  following 
order:  (a)  Those  born  in  Philadelphia,  (b)  in  Bucks  county,  Pa., 
(c)  in  Montgomery  and  Delaware  counties.  Pa.;  (t/)  elsewhere 
in  Pennsylvania,  (e)  in  New  Jersey,  (/)  elsewhere  in  the  United 
States.  For  some  years  the  admissions  necessarily  have  been 
confined  to  applicants  from  Pennsylvania.  The  students  are 
grouped  into  cottage  families  of  24.  The  time  of  instruction 
is  about  equally  divided  between  the  school  and  the  shop  at 
first,  but  gradually  the  shop  receives  a  larger  percentage  of  at- 
tention. The  entire  sessions  last  eight  hours  on  five  days  of  the 
week  and  three  hours  on  Saturday.  About  650  pupils  have  been 
graduated.  The  largest  number  was  composed  of  the  machin- 
ists; next,  the  bricklayers;  then,  carpenters,  patternmakers  and 
stationary  engineer,  in  the  order  given.  Endowment,  $2,500,- 
ooo;  L.+B.,  $600,000;  M.,  $100,000;  S.,  225.  (5)  The  School 
of  Industrial  Art  of  the  Pennsylvania  Museum,  at  Philadelphia, 
has  two  divisions,  the  School  of  Applied  Art — largely  devoted 
to  practical  design — and  the  Philadelphia  Textile  School,  which 
is  at  once  a  trade  school  and  a  technical  school  for  the  textile 
industry,  as  these  aims  are  really  merged  in  that  industry.  The 
school  was  the  outgrowth  of  an  awakened  interest  in  industrial 
art  education,  due  to  the  Centennial  Exhibition,  and  was  opened 
in  1877-78.  Mr.  Theodore  C.  Search,  "the  father  of  industrial 
art  education  in  America,"  and  E)r.  Leslie  W.  Miller,  the  direc- 
tor, have  been  most  responsible  for  its  growth  and  success.  The 
vast  influence  of  this  institution  upon  industrial  art  in  this  coun- 
try is  beyond  computation.  There  are  day  classes,  as  well  as  the 


148 

evening  classes,  for  those  who  are  employed  during  the  day. 
The  School  of  Applied  Art  comprises  the  departments  of  draw- 
ing, applied  design,  normal  art  instruction,  woodwork  and  carv- 
ing, decorative  painting,  illustration,  decorative  sculpture,  archi- 
tectural drawing  and  design,  metal  work  and  pottery.  The 
Philadelphia  Textile  School  has  the  following  departments :  Fab- 
ric structure  and  design,  cotton,  wool,  worsted  and  silk,  warp 
preparation  and  weaving,  colored  harmony  and  figured  design, 
chemistry,  dyeing  and  printing,  wool  yarn  manufacture,  worsted 
yarn  manufacture,  cotton  yarn  manufacture,  hosiery  knitting  and 
finishing.  The  Legislature  makes  an  annual  appropriation  to 
the  School  of  Industrial  Art,  and  the  various  counties  of  the 
State  are  entitled  to  free  scholarships.  Other  scholarships  are 
also  established.  Forty-seven  different  occupations  were  rep- 
resentd  by  the  1,039  students  in  the  schools  last  year.  Usually 
a  grammar  school  education  is  required  of  those  who  enter.  The 
courses  are  generally  from  two  to  four  years  in  length.  Endow- 
ment, $100,000;  L.+R,  $2,000,000  (including  Museum)  ;  E., 
$100,000;  M.,  $100,000;  S.,  1,039;  cost  °f  instruction,  about 
$80  annually.  (6)  The  Hebrew  Education  Society  of 
Philadelphia  conducts  an  evening  trade  school  (with  in- 
dustrial improvement  and  academic  departments  also) 
at  Tenth  and  Carpenter  streets.  Instruction  is  given 
in  cigar-making,  power  operation  of  sewing  machines, 
plumbing  and  gasfitting,  cutting  of  men's  garments,  dressmak- 
ing, millinery,  telegraphy  and  mechanical  drawing.  The  indus- 
trial classes  are  largely  attended.  (7)  The  Franklin  Institute 
was  established  in  Philadelphia  in  1824.  Its  objects  a|e  "the 
promotion  and  encouragement  of  manufactures  and  the  me- 
chanic arts/'  The  Institute  is  supported  by  membership  fees. 
Lectures  are  given  on  the  arts  and  the  application  of  the  sci- 
ences to  them,,  and  they  are  largely  attended.  The  Institute 
maintains  an  evening  drawing  school,  a  school  of  machine  de- 
sign and  a  school  of  naval  architecture.  The  sessions  are  from 
the  middle  of  September  to  the  first  of  May.  A  grammar  school 
education  is  usually  required  for  entrance,  and  the  courses  are 
four  terms,  or  two  years  in  length.  The  tuition  charge  is  merely 
nominal.  Nearly  two  thousand  individuals  have  completed  the 


149 

courses.  Ordinarily,  some  six  hundred  students  are  in  attend- 
ance. L-  +  B.,  $60,000.  (8)  Avery  College,  at  Allegheny, 
maintains  courses  in  millinery,  dressmaking,  domestic  science, 
tailoring  and  the  training  of  nurses.  Entrance  requirements: 
An  examination  in  seventh  grade  studies,  maintaining  an  aver- 
age of  eighty  per  cent.  L.  +  B.,  $160,000;  E.,  $75,000;  M., 
$18,000;  end.,  $150,000;  S.,  465.  (9)  Spring  Garden  Institute, 
at  Philadelphia.  Conducts  day  and  evening  classes.  Freehand, 
mechanical  and  architectural  drawing,  wood  and  metal  turning, 
design  and  applied  electricity  are  the  most  popular  subjects 
taught.  Nearly  three  thousand  individuals  have  graduated  from 
the  institution  since  its  incorporation  in  1851.  The  school  is 
almost  entirely  of  the  industrial  improvement  type.  As  at  the 
Franklin  Institute,  there  is  an  important  reference  library  con- 
taining works  on  technical  subjects.  (10)  The  Philadelphia 
Trades  School.  This  institution  is  carried  on  in  connection  with 
the  public  school  system  of  the  city.  It  was  opened  in  September, 
1006,  and  was  installed  in  an  abandoned  school  building, 
There  are  both  day  and  evening  courses.  In  the  day  courses 
one-half  of  the  thirty  school  hours  in  the  week  are  spent  in  the 
shop  work  of  the  trade  selected,  and  one-half  are  given  over  to 
the  study  of  English,  mathematics  and  drawing.  Instruction 
is  offered  in  carpentry,  architectural  drawing,  mechanical  draw- 
ing, electrical  construction,  pattern-making  and  printing.  Mas- 
ter mechanics  are  employed  as  shop  instructors.  The  course  cov- 
ers a  period  of  three  years,  and  a  diplpoma  is  given  for  the  sat- 
isfactory completion  of  the  work.  In  the  evening  school  the  fol- 
lowing additional  trades  are  taught:  Bricklaying,  plastering, 
plumbing,  pipe-fitting,  sheet  metal  working  and  house  and  sign 
painting.  On  account  of  the  heavy  enrollment  the  evening 
course  has  been  so  arranged  that  two  groups  of  students  work 
in  each  school — attending  on  alternate  nights.  There  are  no 
academic  courses  in  the  evening  school.  Some  of  the  output 
of  the  trade  work  is  sold.  The  net  cost  of  instruction  per  pupil 
is  put  at  $64.25  for  the  day  school,  and  somewhat  less  in  the  case 
of  the  evening  school.  This  does  not  take  into  account  the  in- 
vestment. The  average  age  of  the  day  school  students  is  six- 
teen years  and  six  months ;  the  average  age  of  the  evening  stu- 


dents  is  twenty  years.  Eighth  grade  graduation  is  required  for 
entrance.  S'.,  846  (225  in  day  school;  621  in  evening  school), 
(n)  The  Y.  M.  C.  A.  industrial  improvement  and  trade  school 
classes,  of  Philadelphia,  enroll  several  hundred  -students  in  a 
variety  o>f  industrial  courses.  The  attendance  in  the  industrial 
improvement  courses  is  increasing  rapidly.  (12)  The  Phila- 
delphia School  of  Design  for  Women  has  over  one  hundred 
fifty  students  in  the  industrial  arts  and  fine  arts  courses.  (13) 
The  McDiowell  Dresscutting,  Dressmaking  and  Millinary 
Schools,  in  Philadelphia,  as  in  other  cities,  gives  short-term  in- 
struction (from  one  week  to  three  months)  in  the  subjects  men- 
tioned. (14)  The  International  Correspondence  Schools,  at 
Scranton,  have  a  comprehensive  organization.  The  capital  of 
the  company  is  $6,000,000.  The  claim  is  made  that  since  the 
incorporation  of  the  schools  one  million  one  hundred  thousand 
men  and  women  have  studied  under  their  instructors ;  that  the 
proprietors  of  the  schools  have  expended  one  million  five  hun- 
dred thousand  dollars  in  the  preparation  of  textbooks  and  more 
than  $500,000  on  school  buildings.  The  floor  space  of  the  build- 
ings, at  Scranton,  is  about  seven  acres.  The  recent  develop- 
ment of  industrial  improvement  schools  and  of  inexpensive  cor- 
respondence courses  conducted  by  colleges  and  universities  has 
furnished  strong  competition  for  the  Scranton  organization. 
(15)  The  Tidioute  Industrial  School,  at  Tidioute,  has  some 
manual  work  of  secondary  grade. 

Schools  for  Colored. —  ( I )  Lincoln  University,  at  Lincoln  Uni- 
versity, and  the  Institute  for  Colored  Youth,  at  Cheyney.  are 
schools  for  members  of  the  colored  race.  They  afford  sfcme  in- 
dustrial training. 

RHODE  ISLAND. 

Manual  Training,  and  Industrial  Education. — No  general  State 
provision.  In  the  principal  cities  and  towns  manual  training  is 
taught.  Some  evening  industrial  improvement  courses  are  given, 
but  the  State  is  without  trade  schools,  (i)  The  Technical  High 
School  of  the  City  of  Providence  was  provided,  in  1892,  with  a 
building  costing  $150,000.  In  1905,  the  city  council  voted  to 


enlarge  the  establishment,  increasing,  the  capacity  from  300  to 
1,000.  The  additions  were  completed  in  1908.  L.  +  B., 
$250,000;  E.,  $100,000;  M.,  $46,000;  S.,  800  (of  these,  200  are 
girls).  Free  tuition  to  residents;  non-residents  pay  $160  per 
annum.  Annual  cost  of  instruction,  $75.  (2)  The  Townsend 
Industrial  School,  at  Newport.  A  manual  training  (not  in- 
dustrial) school — work  in  four  upper  grades  of  the  elementary 
school  (required),  and  throughout  the  high  school  (optional). 
Part  of  public  school  system.  Privately  endowed,  $25,000. 
Shares  in  appropriations  of  city  schools.  S.,  in  elementary 
school:  boys  (sloyd),  528;  girls  (cooking  and  sewing),  606.  S., 
in  the  high  school:  boys  (shopwork  and  drawing),  72. 

State  Schools. — (i)  The  Rhode  Island  College  of  Agriculture 
and  Mechanic  Arts,  at  Kingston,  offers  four-year  courses  in 
agriculture,  engineering  (electrical,  highway,  mechanical, 
chemical),  applied  science  for  teachers,  and  home  economics. 
The  teachers'  department  is  developing  a  strong  course  for  those 
who  plan  to  go  into  the  field  of  industrial  school  instruction. 
Short  courses  of  two  years  each,  in  agriculture,  engineering,  and 
domestic  science  are  given.  There  is  a  sub-freshman  course  of 
two  years,  but  students  are  encouraged  to  get  their  preliminary 
training  in  the  ordinary  high  schools.  A  winter  course  of  twelve 
weeks  in  the  poultry  industry  has  been  conducted  regularly  for  a 
dozen  years.  The  usual  United  States  Eperiment  Station  is  in 
affiliation  with  the  College.  L.  +  B.,  $300;  M.,  $52,000;  S.,  153 
(agriculture,  23;  English,  74;  science,  21 ;  preparatory,  16;  short 
course  in  poultry  industry,  19).  Annual  cost  of  instruction  per 
pupil,  $350 — does  not  take  investment  into  account.  (2)  The 
Rhode  Island  State  Normal  School,  at  Providence,  furnishes  in- 
struction in  manual  training  and  domestic  science  to  prospective 
teachers.  (3)  Industrial  training  of  some  kind  is  given  in  each 
of  the  State  reform  schools,  and  institutions  for  defectives. 

Private  Foundations. — (i)  The  Rhode  Island  School  of 
Design,  at  Providence.  Established  in  1877,  as  the  result  of  the 
influence  of  the  Philadelphia  Centennial.  Largely  sustained  by 
memberships  in  the  Association  of  the  Rhode  Island  School  of 
Design.  Also  by  subscription,  and  by  the  fees  for  instruction. 
The  State  gives  a  small  annual  appropriation,  and  scholarships 


152 

are  maintained  both  by  the  State,  and  by  the  city  of  Providence. 
The  departments  of  textile  design,  and  decorative  design  are 
much  frequented.  The  institution  has  been  of  great  value  to>  the 
jewelry  industry  of  Providence.  To  a  large  extent  an  industrial 
art  school — an  industrial  improvement  section  flourishes,  and  a 
department  of  fine  arts  has  a  full  quota  of  students.  The  School 
of  Design  co-operates  with  Brown  University  in  the  giving-  of 
certain  courses.  There  are  both  day  and  evening  sessions.  Chil- 
dren's classes  meet  on  Saturdays.  S.,  794  (445  children).  (2) 
Brown  University,  at  Providence,  offers  civil,  electrical,  and 
mechanical  engineering,  mechanics,  mechanical  and  architectural 
drawing.  S.  in  University,  995. 

SOUTH   CAROLINA. 

Agriculture  in  the  Public  Schools. — The  elements  of  agri- 
culture must  be  taught  "as  fas  as  practicable"  in  all  the  public 
schools  of  the  State.  However,  in  the  year  1907,  out  of  a  total 
enrollment  of  314,399  pupils  in  the  public  schools,  the  number  of 
those  studying  agriculture  was  only  2,614  (1,184  white;  1,430 
colored). 

Manual  Training. — High  schools  receiving  State  aid  are  re- 
quired to  include  manual  training  in  the  course  of  study.  Schools 
having  at  least  $300  worth  of  equipment  may  receive  $100  addi- 
tional. 

State  Schools. — (i)  The  University  of  South  Carolina,  at 
Columbia,  will  develop  courses  in  engineering.  M.,  $72,956;  S., 
280.  (2)  The  Clemson  Agricultural  College,  at  Clemim  Col- 
lege, receives  the  Federal  grants.  The  Clemson  bequest  consisted 
of  the  former  home  of  John  C.  Calhoun,  and  other  property  to 
the  value  of  $59,000.  Four-year  courses  are  offered  in  agri- 
culture, and  animal  industry,  chemistry  and  geology,  mechanical 
and  electrical  engineering,  civil  engineering,  and  the  textile  in- 
dustry, besides  special  courses  (including  cotton  grading)  and 
a  preparatory  department.  Ent.  req. :  about  equal  to  eight  grade 
graduation.  The  College  derives  its  income  chiefly  from  the 
Federal  grants  and  the  State  fertilizer  tax.  As  in  several  other 
States,  the  railroad  company  has  furnished  coaches  and  free 


153 

transportation,  on  occasion,  for  the  exhibition  of  farm  products 
and  appliances,  and  for  institute  work  among  the  farmers. 
L.  +  B.,  $600,671;  E.,  $250,000;  M.,  $225,000;  S.,  701. 
Tuition,  $40,  and  incidental  fees.  (3)  Winthrop  Normal  and 
Industrial  College,  at  Rock  Hill,  is  the  State  college  for  white 
girls  and  women.  In  the  industrial  department,  industrial  draw- 
ing, designing,  dressmaking,  sewing,  millinery,  cooking,  house- 
keeping, horticulture,  floriculture  and  dairying  are  taught  besides 
business  courses.  Very  few  students  go  in  for  more  than  a 
smattering  of  the  industrial  work.  L.  +  B.  +  E.  =  $365,000; 
M.,  $81,116.85;  S.,  in  Normal  department,  490;  in  literary,  9; 
special  students  (including  industrial),  32.  (4)  The  Colored 
Normal,  Industrial,  Agricultural  and  Mechanical  College,  at 
Orangeburg,  shares  in  the  Federal  appropriations.  Industries 
and  trades  in  great  variety  are  taught  here.  The  school  is  co- 
educational. S.,  683. 

Private  Foundations  for  Colored. — Claflin  University,  at 
Orangeburg;  Lancaster  Normal  Institute,  at  Lancaster;  Brewer 
Normal  School,  at  Greenwood;  Sterling  Industrial  College,  at 
Greenville;  Perm  Normal,  Industrial  and  Agricultural  School,  at 
Frogmore;  Benedict  College,  and  Allen  University,  at  Columbia; 
Avery  Normal  Institute,  at  Charleston;  and  Schofield  Normal 
and  Industrial  Institute,  at  Aiken,  are  schools  for  colored,  in 
which  varieties  of  industrial  subjects  are  taught. 

SOUTH  DAKOTA. 

Manual  Training. — A  few  of  the  larger  high  shools — at  Sioux 
Falls,  Canton  and  Lead — have  introduced  manual  training.  It  is 
also  found  in  the  schools  of  Dead  wood  and  Mitchell. 

State  Schools.— (i)  The  University  of  South  Dakota,  at  Ver- 
million,  affords  instruction  in  mechanical,  civil,  electrical  and 
chemical  engineering.  The  university  is  maintained  almost  en- 
tirely by  the  State  appropriations,  but  will  eventually  have  the 
income  from  86,000  acres  of  land,  granted  by  the  Federal  Gov- 
ernment, and  which  cannot  be  sold  for  less  than  $10  per  acre.  S., 
424.  (2)  South  Dakota  College  of  Agriculture  and  the  Me- 
chanic Arts,  Brookings,  is  developing  rapidly  along  both  lines 


154 

indicated  by  its  title.  It  was  granted  160,000  acres  by  the  Federal 
Government,  and  has  sold  less  than  4,000  acres.  $.,  570  (of 
these,  1 80  in  preparatory  department,  and  165  in  short  courses). 
(3)  The  South  Dakota  State  School  of  Mines,  at  Rapid  City,  was 
endowed  with  40,000  acres  of  land.  A  four  years'  course. 
Entrance  from  accredited  high  schools.  M.,  $37,000.  S.,  93,  of 
whom  45  are  in  preparatory  course.  (4)  The  Northern  Normal 
and  Industrial  School  (State),  at  Aberdeen,  gives  extended 
courses  in  manual  training  and  household  economics.  The  State 
Normals  at  Madison,  Spearfish  and  Springfield,  furnish  similar, 
although  more  restricted  courses.  (5)  The  State  School  for  the 
Blind  (Gary),  and  (6)  the  South  Dakota  Training  School 
(reform  school  at  PLankington)  afford  manual  instruction. 

Industrial  Schools  for  Indian  Children  are  found  at  Chamber- 
lain, Flandreau  (Riggs  Institute),  Lowes,  Brule,  Oahe,  Pierre, 
Pine  Ridge  (Oglala  School),  Springfield,  Rapid  City  and  Rose- 
bud. 

> 

TElNNESSEE. 
i . . 

Manual  Training. — Taught  in  the  schools  of  the  principal  cities 
and  towns  only. 

Agriculture  in  Public  Schools. — "In  every  secondary  school 
(including  county  H.  S.)  shall  be  taught  *  *  *  *  the 
elementary  principles  of  agriculture."  (School  Laws.)  "The 
Superintendent  of  Public  Instruction  of  the  State,  and  the  Com- 
missioner of  Agriculture,  shall  be  constituted  a  commission  to 
procure  the  preparation  of,  or  the  designation  of,  a  work%on  the 
'Elementary  Principles  of  Agriculture/  which  shall  be  taught  in 
the  public  schools"  (School  Laws).  In  the  year  1907,  the  num- 
ber of  pupils  studying  agriculture  in  the  public  schools  of  the 
State  was  reported  as  12,158  (5,653  in  1906)  ;  in  writing,  the 
most  commonly  pursued  subject,  395,922.  In  city  schools  547 
pupils  were  studying  agriculture. 

State  Schools. — (i)  The  University  of  Tennessee  (Knox- 
ville),  receives  the  Federal  grants  under  the  Morrill  and  subse- 
quent acts,  and  bulletins  the  full  list  of  engineering  and  agricul- 
tural courses.  The  variety  of  short  courses — in  agriculture. 


155 

animal  husbandry,  dairying,  poultry  husbandry,  bee  husbandry, 
horticulture  and  domestic  science — is  to  be  noted.  An  "industrial 
department  for  colored  students"  (in  Knoxville  College)  fur- 
nishes instruction  in  agriculture,  printing,  carpentry,  sewing, 
cooking,  electricity,  bricklaying,  brickmaking,  baking,  mechanics, 
blacksmithing  and  wheelwrighting.  S.  in  University,  760.  (2) 
There  is  no  State  normal  school  in  Tennessee,  but  the  Legislature 
provides  scholarships  in  Peabody  Normal  College,  at  Nashville, 
where  manual  training  and  domestic  science  are  features  of  the 
curriculum. 

Private  Foundations'. —  (i)  Vanderbilt  University,  -at  Nash- 
ville, presents  civil,  mechanical,  mining,  electrical,  agricultural 
and  chemical  engineering  courses.  S.  in  university,  902 ;  in 
engineering,  83.  (2)  The  University  of  the  South,  at  Sewanee, 
offers  civil  engineering.  (3)  Cumberland  University,  at  Leban- 
on, presents  civil  engineering  and  architectural  courses.  (4) 
Southwestern  Baptist  University,  at  Jackson,  gives  civil  engineer- 
ing instruction. 

Private  Foundations  for  Colored. —  (i)  Fisk  University,  at 
Nashville,  offers  work  in  agriculture,  the  mechanic  arts,  manual 
training,  domestic  economy,  and  domestic  art.  The  academic 
.tendencies  have  predominated.  S.,  571.  (2)  Knoxville  College, 
Knoxville,  maintains  an  industrial  department,  which  is  counted 
a  department  of  the  University  of  Tennessee,  by  contract  with 
the  latter,  and  receives,  through  the  University  of  Tennessee,  a 
portion  of  the  Federal  aid  accorded  for  instruction  in  agriculture 
and  the  mechanic  arts.  It  meets  the  requirements  of  the  statutes 
of  the  State,  which  direct  that  "no  citizen  of  this  State  otherwise 
qualified  shall  be  excluded  from  the  privileges  of  the  'university 
by  reason  of  his  race  or  color,  but  the  accommodations  of  persons 
of  color  shall  be  separate  from  the  white."  Subjects  taught  here 
are  noted  above  (under  U.  of  T.).  (3)  Walden  University,  at 
Nashville;  Morristown  Normal  and  Industrial  College  (a  dozen 
trades  or  industries  taught  here),  Morristown;  and  Le  Moyne 
Normal  Institute,  Memphis,  are  other  schools  for  colored  stu- 
dents, giving  forms  of  manual  instruction. 

Reform  Schools. — Hamilton  County  Industrial  School  and 
Farm,  at  East  Chattanooga ;  and  Tennessee  Industrial  School,  at 
Nashville,  maintain  industrial  courses. 


156 

TEXAS. 

Manual  Training. — It  is  the  duty  of  the  State  Board  of  Educa- 
tion to  duplicate  any  amount  not  less  than  $100  nor  more  than 
$500  appropriated  by  local  boards  of  trustees  for  manual  train- 
ing. Such  appropriation  to  be  made  but  once  to  any  district,  and 
only  to  one  district  in  a  county.  State  Superintendent  must 
decide  where  more  than  one  application  from  a  county  (from 
Act  of  1903).  Under  this  provision,  the  State  appropriated 
$10,000.  Of  this  amount  $8,000  was  paid  to  16  cities.  The 
succeeding  Legislature  (of  1904)  provided  for  the  continuation 
of  this  work,  but  made  no  appropriation  for  the  purpose,  nor  has 
any  further  action  been  taken  up  to  this  time.  Manual  training 
is  developed  in  the  schools  of  about  thirty  Texas  cities  and  towns. 
The  annual  appropriations  for  the  purpose  from  all  sources  is 
about  one-twentieth  of  the  amount  expended  in  New  Jersey. 
(i)  Allan  Manual  Training  School,  Austin. — An  estate  valued 
at  about  $35,000  (now  $50,000),  was  bequeathed  about  twenty 
years  ago  by  Mr.  John  T.  Allan  for  the  purpose  of  founding  a 
school  "wherein  shall  be  taught  the  practical  use  of  tools  as  well 
as  scientific  principles."  In  1896  the  Allan  School  was  organized 
as  a  department  of  the  high  school.  Six  hours  and  forty  minutes 
are  devoted  weekly  to  the  manual  training  work.  Entrance, 
graduation  from  ward  (grammar)  schools.  Course,  four  years 
of  nine  months  each.  Tuition  free  to  residents.  Shop  practice 
taught  to  electrical  engineering  students  of  State  University 
(tuition  $25).  Also  used  as  observation  school  for  university 
students  of  education,  and  the  principal  gives  a  course  in  the 
pedagogy  of  manual  training  at  the  University.  S.  in  domestic 
science  and  arts,  200;  in  manual  training,  150.  New  Building 
to  be  erected  soon. 

Industrial  Education. — No  state  provision  except  as  noted  be- 
low. 

State  Schools. — The  University  of  Texas,  at  Austin,  has  a 
department  of  engineering,  giving  courses  in  civil,  electrical  and 
mechanical  engineering.  (2)  The  Agricultural  and  Machanical 
College  of  Texas,  at  College  Station,  offers  mechanical,  civil,. 


157 

textile,  electrical  and  architectural  engineering,  besides  regular 
and  short  courses  in  agriculture  and  kindred  subjects.  Of  the 
undergraduates  in  1908  four  were  enrolled  in  the  engineering 
courses  for  every  one  that  was  found  in  the  agricultural  course. 
The  180,000  acres  of  land  obtained  under  the  Federal  grant  of 
1862  were  sold  for  $174,000.  The  college  appropriates  $6,000 
annually  for  the  payment  of  student  labor.  P.,  46;  S.,  630.  (3) 
The  College  of  Industrial  Arts,  at  Denton,  is  designed  for  the 
training  of  women.  Established  1901.  Growing  rapidly. 
Courses:  English-Science,  Domestic  Arts-,  Fine  and  Industrial 
Arts  and  Commercial  Arts,  all  requiring  two  years  of  study  for 
graduates  of  schools  accredited  by  the  University  of  Texas  or 
holders  of  first  grade  teaching  certificates.  White  girls  over  16 
years  of  age,  "who  have  a  fair  knowledge  of  the  common  school 
subjects,"  are  admitted  to  the  two-years  preparatory  course. 
"Members  of  the  senior  class  must  make  their  own  graduating 
dresses."  Drawing,  painting,  basketry,  sewing,  dressmaking, 
millinery,  cooking,  dairying,  laundering,  manual  training  (in 
wood),  horticulture,  photography,  bee  culture,  floriculture  and 
poultry  keeping  are  among  the  subjects  taught  in  the  institution. 
Tuition  free.  Board  (including  room  and  laundry),  $15  per 
month.  State  appropriation,  $34,000  annually.  Between  35  per 
cent,  and  40  per  cent,  of  the  graduates  have  gone  into  the  teach- 
ing profession.  L.  +  B.,  $165,000;  E.,  $40,000;  M.,  $38,000. 
Cost  of  instruction,  around  $200  annually  per  pupil  (summer 
school  students  excluded).  S.,  296  (including  97  in  summer 
school).  (4)  Prairie  View  State  Normal  and  Industrial  Col- 
lege (for  colored)  is  a  co-educational  school  in  which  agriculture, 
dairy  husbandry,  horticulture,  carpentry,  iron  working,  wheel- 
wrighting,  painting,  shoemaking,  tailoring,  sewing,  millinery, 
cooking  and  laundrying  are  among  the  industries  and  trades 
taught.  Over  fifty  per  cent,  of  the  enrollment  of  485  is  in  the 
preparatory  (or  grammar)  department.  Annually  the  institution 
receives  a  part  of  the  federal  grant. 

Private t  School. — Grubbs'  Self-Help  and  Industrial  College, 
Greenville,  furnishes  instruction  in  agriculture,  horticulture  and 
domestic  science.  For  colored :  Samuel  Huston  College  (Austin), 
Tillotson  College  (Austin),  Bishop  College  (Marshall),  Paul 


158 

Quinn  College  (Waco),  Guadalupe  College  (Seguin)  and  Wiley 
University   (Marshall)   furnish  manual  instruction. 

UTAH. 

Manual  Training  and  Industrial  'Education. — No  provision  of 
note  in  State  laws.  '  Manual  training  is  hardly  found  outside  of 
the  schools  of  the  largest  cities  and  towns.  The  State  University 
issues  a  "high  school  circular"  and  course  of  study  which  in- 
cludes manual  training  and  mechanical  drawing. 

State  Schools.— (i)  The  University  of  Utah  (Salt  Lake  City) 
comprises  four  schools:  The  School  of  Arts  and  Sciences,  the 
State  Normal  School,  the  State  School  of  Mines  and  the  School 
of  Medicine;  a  preparatory  school  is  connected  with  the  institu- 
tion. The  School  of  Mines  is  not  restricted  to  mining  engineer- 
ing alone,  but  offers  six  undergraduate  degree  courses,  each  re- 
quiring four  years  for  completion :  mining,  electrical,  civil,  me- 
chanical, chemical  and  general  engineering.  In  addition,  there 
is  a  course  in  irrigation  engineering  given  jointly  by  the  Agri- 
cultural College  of  Utah  and  the  State  School  of  Mines.  The 
State  Normal  School  furnishes  instruction  in  manual  training 
and  domestic  science  for  teachers.  A  branch  of  the  State  Normal 
is  located  at  Cedar  City.  Manual  training,  domestic  science, 
cooking,  sewing  and  dressmaking  are  found  in  the  curriculum 
of  the  University  Preparatory  School.  S.  in  university :  Arts, 
250;  mines,  190;  normal,  177;  preparatory,  191 ;  summer  school, 
269.  (2)  The  Agricultural  College,  at  Logan  City,  comprises 
the  schools  of  agriculture,  domestic  science  and  arts,  cotnmerce, 
mechanics  arts  and  general  science.  Ordinary  courses  are  three 
or  four  years  in  length  and  are  designed  to  lead  to  practical  oc- 
cupations in  industries  or  trades.  Extension  courses  of  one 
week's  duration  are  given  in  various  rural  communities.  Winter 
courses  are  offered  in  agriculture,  domestic  science  and  arts, 
trades  (carpentry,  forging,  cabinet-making,  horseshoeing  and 
carriage  repairing),  commerce  and  forestry.  S.,  882;  annual 
cost  of  instruction  per  pupil,  not  over  $175.  (3)  The  State 
Reform  School  ("industrial  school"),  and  t the  School  for  De- 
fectives afford  manual  and  industrial  training. 


159 

Private  Foundations. — Brigham  Young  University,  at  Provo, 
has  a  "school  of  arts  and  trades"  and  a  "school  of  agriculture." 
Brigham  Young  College,  at  Logan,  includes  civil  engineering 
and  domestic  science  in  its  courses.  The  Latter  Day  Saints'  Uni- 
versity, at  Salt  Lake  City,  does  something  in  the  way  of  demstic 
science  instruction. 

VERMONT. 

Manual  Training  and  Industrial  Education. — No  State  provis- 
ion. Manual  training  instruction  is  given  in  the  schools  at  Rut- 
land, Burlington,  Brattleboro,  Bellows  Falls,  Barre,  Montpelier, 
St.  Albans  and  St.  Johnsbury.  Very  little  is  done  in  this  direc- 
tion in  the  small  village  or  rural  schools.  A  strong  movement 
is  on  foot  to  introduce  manual  training  and  agriculture  in  the 
public  schools  generally,  and  to  extend  the  State  normal  provi- 
sion in  this  other  respects.  Industrial  education  in  elementary 
or  secondary  schools  is  not  found  within  the  borders  of  the  State, 
except  at  the  State  reform  school,  known  as  the  Vermont  Indus- 
trial School  (Vergennes).  In  this  school  all  of  the  shoes  worn 
by  the  boys  and  girls'  are  made  and  repaired,  while  all  their  cloth- 
ing is  made  by  the  young  people  in  the  tailoring  and  dressmak- 
ing departments.  The  printer's  trade,  cooking,  photography, 
pyrography,  basketry,  butter-making,  milk  testing  and  general 
dairy  and  farm  work  are  also  taught. 

State  Schools. — The  University  of  Vermont  and  State  Agri- 
cultural College,  at  Burlington,  receives  the  federal  grants  for 
agriculture  and  the  mechanics  arts.  The  usual  engineering 
branches  are  offered,  and  short  courses  in  agriculture  and  dairy- 
ing are  featured.  In  making  scholarship  appointments  to  this 
institution  preference  is  given  to  candidates  for  the  agricultural 
and  industrial  departments.  Total  S.,  541. 

Private  Foundation. — Norwich  University,  at  Northfield,  has 
courses  in  civil  and  chemical  engineering. 

Manual  Training,  and  Industrial  Education. — No  general  pro- 
vision making  establishment  mandatory.  By  Act  of  1908  a  sum 
of  money  from  the  State  treasury,  "not  to  exceed  twenty  thou- 
sand dollars,  shall  be  devoted  to  the  establishment  of  depart- 
ments of  agriculture,  domestic  economy  and  manual  training  in 


i6o 

at  least  one  high  school  in  each  congressional  district  of  the 
State."  Such  departments  are  in  operation  at  Appomattox, 
Appomattox  county;  Burkeville,  Nottoway  county;  and  Manas- 
sas,  Prince  William  county,  and  arrangements  have  been  made 
to>  establish  others  in  Chester,  Hampton,  Middletown,  Elk  Creek, 
Courtland  and  Lebanon.  There  is  no  State  requirement  concern- 
ing the  teaching  of  agriculture  or  manual  training  in  the  public 
schools.  Counties,  cities,  towns  and  districts  may  make  appro- 
priations to  non-sectarian  schools  of  manual,  industrial,  or  tech- 
nical training,  or  to<  any  school  or  institution  of  learning-  owned 
or  exclusively  controlled  by  such  counties,  cities,  towns,  or  school 
districts.  School  boards  may  introduce  manual  training  in  any 
public  school.  There  are  still  several  important  city  systems  of 
public  schools  in  the  State  where  very  little  or  nothing  has  been 
done  in  this  direction. 

State  Schools. — (i)  The  University  of  Virginia,  at  Charlottes- 
ville,  has  a  department  of  engineering.  The  University  has  not 
been  open  to  women.  S.  in  University,  790.  (2)  The  Virginia 
Agricultural  and  Mechanical  College  and  Polytechnic  Institute, 
at  Blacksburg,  offers  civil,  mechanical,  mining,  and  electrical  en- 
gineering; besides  agriculture,  horticulture,  applied  chemistry, 
preparatory  veterinary  science,  metallurgy  and  metallography, 
general  science,  and  applied  geology.  The  regular  courses  are  of 
four  years'  duration,  and  lead  to  the  degree  of  bachelor  of  sci- 
ence. The  entrance  requirements  in  mathematics  include  a  knowl- 
edge of  algebra  through  quadratics,  and  of  two  books  of  plane 
geometry.  A '  School  of  Agricultural  Apprentices  has  been 
organized!  to  give  to  boys  of  at  least  sixteen  years  of  a§e,  in  a 
two  years'  course,  "the  elements  of  a  general  education,  a  knowl- 
edge of  the  principles  and  art  of  agriculture,  with  such  training 
in  the  mechanic  arts  and  business  methods  as  will  fit  them  for 
success  on  the  farm."  Applicants  for  this  course  must  have  a 
good  working  knowledge  of  English,  and  in  matchematics  must 
have  finished  arithmetic.  Short  courses  are  given  in  the  winter 
in  agriculture,  animal  husbandry,  horticulture  and  dairying. 
L.+B.,  $537^800;  E.,  $100,000;  M.,  $109,464;  S.,  567  (383  in 
engineering).  Tuition  for  non-residents  $50  annually.  Yearly 
cost  of  instruction  $141.  (3)  The  Virginia  Military  Institute, 


at  Lexington,  has  a  long  and  honorable  record.  It  gives  instruc- 
tion in  engineering  subjects,  in  addition  to  academic  and  military 
branches.  Admission  on  completion  of  high  school  course,  or 
thereabouts.  There  are  "pay  cadets"  and  "State  cadets."  The 
latter,  having  scholarships,  agree  to  teach  at  least  two  years  in 
the  public  schools  of  the  State.  S.,  340.  (4)  The  College  of 
\Yilliam  and  Mary,  at  Williamsburg,  furnishes  instruction  in 
subjects  required  by  teachers  in  the  public  schools.  (5)  The 
State  Female  Normal  School,  at  Farmville,  has  courses  in  manual 
training  and  domestic  science.  (6)  In  the  Virginia  Normal  and 
Industrial  Institute,  at  Petersburg  (for  colored),  instruction  is 
given  in  cooking,  sewing,  dressmaking,  manual  training  and  the 
elements  of  agriculture. 

Semi-Public  Schools. — (i)  Virginia  Mechanics  Institute,  at 
Richmond.  This  is  an  evening  industrial  improvement  school 
(with  a  commercial  improvement  department),  supported  by  the 
city  of  Richmond,  which  first  voted  money  for  the  night  school 
in  1885.  Since  1905  the  city  has  made  an  annual  appropriation 
of  $10,000  for  the  upkeep  of  the  institution.  Tuition  nominal 
($3  for  first  class,  and  $i  for  each  class  additional).  S.,  548. 
Percentage  of  attendance  throughout  the  session,  84%.  Attend- 
ance has  nearly  doubled  in  three  years.  L.  +  B.,  $44,000;  E., 
$13,800.  Annual  cost  of  instruction  per  pupil  something  over 
$20.  (2)  The  Miller  Manual  Labor  School,  at  Miller  School, 
affords  manual  and  trades  instruction  to  both  sexes.  L.+B., 
$40,000;  E.,  $24,000;  M.,  $21,000;  S.,  274. 

Hampton  Normal  and  Agricultural  Institute. — This  institution, 
located  at  Hampton,  was  founded  in  1868  by  General  S.  C.  Arm- 
strong, for  the  practical  training  of  negro  youth.  At  the  outset 
there  were  fifteen  pupils,  two  teachers,  and  a  school  building 
made  from  hospital  \vards.  It  now  has  850  boarding  pupils  (768 
negroes,  82  Indians),  and  511  colored  children  in  the  Whittier 
Training  School  (in  affiliation  with  the  normal  department). 
Since  1868  students  to  the  number  of  8,181  have  received  in- 
struction. Of  these,  2,362  are  in  educational  work — among  them 
Dr.  Booker  T.  Washington — and  have  taught  over  250,000  chil- 
dren in  18  States;  2,092  are  tradesmen  and  farmers;  1,618  are 

II     ED 


1 62 

home  keepers ;  905  are  laborers  and  servants ;  498  are  in  business 
and  clerical  work;  431  are  in  the  professions;  275  are  studying 
in  other  institutions.  The  influence  of  the  school  has  led  to  the 
establishment  of  30  industrial  schools,  land  companies,  and  social 
settlements,  influencing-  over  16,000  people.  Academic  and  peda- 
gogical branches  are  taught,  also  agriculture  (there  is  a  farm  of 
700  acres  in  operation,  besides  a  model  farm,  poultry  yards, 
dairy,  orchards,  and  experiment  garden),  domestic  science,  and 
trades — in  the  Armstrong-Slater  Memorial  Trade  School — as 
follows:  carpentry  (S.,  66),  cabinet-making,  bricklaying  (S.,  56), 
plastering,  wheelwrighting  (S.,  8),  blacksmithing  (S.,  43),  ma- 
chine work,  steamfitting  and  plumbing,  tailoring  (S.,  30),  shoe- 
making,  tinsmithing,  upholstering  (S.,  i),  and  printing.  Hamp- 
ton is  not  a  Government  or  a  State  school,  but  receives  federal 
aid — both  from  the  agricultural  funds  and  for  the  training  of 
Indians  ($167  per  head).  It  also  receives  support  from  educa- 
tional boards  and  from  donations.  Unlike  Tuskegee,  Hamp- 
ton employs  many  white  teachers.  Endowment,  $1,500,000, 

Other  Foundations. — Other  schools  giving  some  manual  or 
industrial  training  are:  St.  Andrews  School  (for  white),  at 
Richmond;  Bowling  Green  Industrial  Academy,  Bowling  Green; 
and  for  colored,  the  John  A.  Dix  Industrial  School,  Dinwiddie; 
the  Wm.  McKinley  Normal  and  Industrial  School,  Alexandria; 
Thyne  Institute,  Chase  City;  the  Temperance,  Industrial  and 
Collegiate  Institute,  Claremont ;  Manassas  Industrial  School,  Ma- 
nassas;  Norfolk  Mission  College,  Norfolk;  Virginia  Normal 
and  Industrial  School,  Petersburg;  Union  Industrial  Academy, 
Port  Conway ;  Hartshorn  Memorial  College  and  Virginia  Union 
University,  Richmond,  and  Suffolk  Normal  and  Industrial 
School,  Suffolk. 

WASHINGTON. 

Manual  Training  and  Industrial  Education. — Must  be  taught 
in  each  State  normal  school.  In  cities  of  ten  thousand  or  more 
inhabitants,  the  school  board  of  directors  may  establish  and 
maintain  such  grades  and  departments  (including  normal  train- 
ing, industrial  schools  and  departments  for  the  training  of  de- 


i63 

fectives  as  shall,  in  the  judgment  of  the  board,  best  promote  the 
interests  of  education  in  the  district.  The  principal  cities  and 
towns  have  introduced  manual  training,  but  industrial  education 
has  not  made  headway.  There  are  no  industrial  schools  in  the 
State. 

State  Schools. — The  University  of  Washington,  at  Seattle,  in- 
cludes in  its  College  of  Engineering  courses  in  civil,  electrical, 
mechanical  and  chemical  engineering.  There  is  also  a  School  of 
Mines  and  a  School  of  Forestry  in  connection  with  the  Univer- 
sity. The  U.  S.  Forest  Service  co-operates  with  the  School  of 
Forestry  in  presenting  a  twelve  weeks  course  for  forest  rangers 
and  guards,  as  well  as  "for  cruisers,  logging  superintendents, 
woodland  owners  and  others  who  wish  to  acquire  a  knowledge 
of  the  general  principles  of  forestry  and  methods  by  which  tim- 
berlands  are  handled  to  insure  continuous  crops/'  University 
L.  +  B.,  $1,535,000;  E.,  $289,745;  M.,  $202,000;  F.,  103;  S., 
1,703;  tuition,  free,  except  in  summer  school;  annual  cost  of 
instruction  per  pupil,  $132.  (2)  The  State  College,  at  Pull- 
man, receives  the  federal  grants.  Almost  a  university  in  scope, 
but  professions  of  law  (except  mining),  medicine  (except  vet- 
erinary) and  theology  are  not  provided  for.  Has  department  of 
education.  Business  courses  are  given.  Short  courses  in  agri- 
culture, assaying,  science  for  teachers,  dairying  and  the  trades 
are  included  in  the  offerings.  The  college  has  190,000  acres  of 
land,  received  under  various  grants.  F.,  97;  S.,  1,450.  (3) 
The  State  Reform  School,  at  Chehalis,  furnishes  industrial  train- 
ing for  both  sexes  (cp.,  also  the  Seattle  Parental  School,  at  East 
Seattle). 

WEST    VIRGINIA. 

Manual  Training  and  Industrial  Education. — Agriculture  must 
be  taught  in  all  the  free  schools.  County  high  schools  are  being 
established  and  offer  manual  training,  as  do  also  the  State  nor- 
mal schools  and  the  public  schools  of  the  principal  cities  and 
towns.  There  are  no  purely  industrial  schools  in  the  State. 

State  Schools. —  (i)  The  West  Virginia  University,  at  Mor- 
gantown,  divides  with  the  West  Virginia  Colored  Institute  the 


164 

federal  appropriation  for  agriculture  and  mechanics.  Offers  four- 
year  courses  in  engineering  and  agriculture  and  short  courses  in 
agriculture,  animal  industry,  horticulture,  poultry  industry,  dairy- 
ing", manual  training  and  the  mechanic  arts.  S.,  1,208.  (2)  The 
preparatory  branches  of  the  West  Virginia  University,  at  Key- 
ser  and  at  Montgomery,  are  secondary  schools  with  work  in 
manual  training.  (3)  The  West  Virginia  Colored  Institute,  at 
Institute,  receives  $5,000  annually  from  the  federal  appropria- 
tion. It  includes  in  its  offerings  agriculture,  carpentry,  machin- 
ery woodworking,  blacksmithing,  brick  masonry  and  plastering, 
wheelwrighting,  painting  and  frescoing,  sewing,  dressmaking, 
millinery,  cooking  and  printing.  (4)  Storer  College  (colored), 
at  Harper's  Ferry,  is  not  a  State  institution,  but  receives  State 
aid  for  the  training  of  teachers.  Manual  training  and  domestic 
science  are  included  in  the  curriculum. 

WISCONSIN. 

Manual  Training  and  Industrial  Education. —  (a)  High 
schools  with  approved  manual  training  departments  receive  State 
aid,  as  follows  :  ( i )  One-half  the  amount  actually  expended  for 
instruction  during  the  year,  but  not  to  exceed  $250  annually, 
from  the  State  to  each  high  school;  (2)  when  manual  training- 
has  also  been  maintained  in  the  three  upper  grades  next  below 
the  high  school,  and  the  work  connected  therewith  is  approved 
by  the  State  Superintendent  of  Public  Instruction,  the  State  aid 
may  be  extended  to  total  not  more  than  $350  annually  to  each 
high  school.  In  1907  the  Legislature  increased  the  maximum 
total  that  migjht  be  expended  from  the  State  treasury  for  the 
above  purpose  from  $5,000  per  annum  to  $25,000.  Manual 
training  has  been  quite  generally  introduced  into  the  public 
schools  of  the  important  municipalities,  (b)  "The  elements  of 
agriculture  shall  be  taught  in  every  district  school"  (School 
Laws),  (c)  The  Trade  School  Act  of  1907  was  passed  to  permit 
the  Milwaukee  Board  of  Education  to  take  over  a  private  trade 
school,  and  the  law  has  not  been  acted  upon  favorably  in  other 
cities,  (d)  "County  schools  of  agriculture  and  domestic  econ- 
omy" receive  State  aid  (cp.  the  introduction  to  this  chapter  and 


a  paragraph  farther  down)  to  the  amount  of  $4,000  annually  to 
each  school.  The  number  to  receive  State  support  is  limited  at 
present  to  eight,  (e)  County  normal  schools  are  provided  for  by 
the  laws  of  Wisconsin.  They  receive  State  aid — two-thirds  of 
the  amount  actually  expended  for  maintenance  during  the  year, 
but  not  to  exceed  $3,500  annually  to  any  one  school.  Recently 
the  number  of  county  normal  schools  which  might  be  placed  by 
the  State  Superintendent  of  Public  Instruction  on  the  approved 
list  to  receive  State  aid  was  raised  from  12  to  20.  Manual  train- 
ing and  domestic  science  are  subjects  found  in  the  curricula  of 
the  county  normals. 

State  Schools. — (i)  The  University  of  Wisconsin,  at  Madi- 
son, receives  the  federal  grants  in  aid  of  agriculture  and  the 
mechanic  arts.  Included  among  its  faculties  are  the  College  of 
Agriculture  and  the  College  of  Engineering.  In  the  College  of 
Engineering  instruction  is  given  in  civil,  sanitary,  mechanical,, 
electrical,  mining  and  general  engineering  and  in  applied  electro- 
chemistry ;  in  the  College  of  Agriculture  four-year  and  two-year 
courses  are  given  in  agriculture,  and,  in  addition,  a  short  course 
in  agriculture,  a  winter  dairy  course,  a  summer  dairy  course, 
fanners'  institutes  (two  weeks  in  duration),  extension  lectures 
and  correspondence  courses.  Other  technical  subjects  are  also 
taught  by  means  of  correspondence  schools.  Home  economics 
and  kindred  subjects  are  taught  in  the  colleges  connected  with 
the  University.  S.,  4,500.  (2)  Sub- vocational  and  allied 
branches  required  by  teachers  in  the  public  schools  are  taught  in 
the  State  normal  schools  at  Milwaukee,  Oshkosh,  Platville,  River 
Falls,  Stevens  Point,  Superior  and  Whitewater.  (3)  Recent 
legislation  provides  for  the  establishment  at  Platville,  of  an  insti- 
tution to  be  called  the  Wisconsin  Mining  Trade  School.  The 
course  of  instruction  is  two  years  in  length.  The  appropriation 
was  $30,000.  (4)  Various  forms  of  manual  and  industrial 
training  are  found  in  the  State  schools  for  defectives  and  for 
reformation. 

The  Milwaukee  School  of  Trades. — This  school,  opened  under 
private  auspices  in  January,   1906,  was  taken  over  by  the  Mil- 
waukee Board  of  Education  on  July  ist,   1907.     Instruction  is 
given  in  day  classes  in  four  trades.     Patternmaking,  the  machinist 
12  ED 


i66 

trade  and  woodworking  demand  two  years  of  52  weeks  per  year, 
and  one  year  is  necessary  to  complete  the  course  in  plumbing. 
The  total  number  of  hours  to  be  spent  in  the  school  is  4,464  for 
each  of  the  first  three  trades,  and  2,232  hours  in  the  plumbing 
trade.  There  are  also  night  classes  from  October  ist  to  April 
3Oth.  In  each  trade  instruction  is  given  in  the  following 
branches:  (a)  shop  practice  and  trade  lectures,  (b)  drawing, 
(c)  work  shop  mathematics,  (d)  shop  inspection  trips  (includ- 
ing written  reports ),  (e)  practical  talks  and  lectures  on  subjects 
connected  with  each  trade  and  topics  fundamental  to  all  trades. 
In  both  day  and  evening  classes  tuition  is  free  for  residents  be- 
tween the  ages  of  16  and  20.  The  preferenc  is  givn  to  graduates 
of  the  eighth  grade,  or  to  students  of  similar  preparation.  The 
institution  is  supported  by  a  one-half  mill  tax  on  the  assessable 
property  in  Milwaukee.  There  is  r\o>  State  support.  E.,  $45,000; 
S.  in  patternmaking :  day,  20;  night,  15  ;  in  the  machinist's  trade: 
day,  25;  night,  38;  in  woodworking:  day,  10;  night,  14;  in 
plumbing:  day,  12;  night,  22;  total,  156.  The  cost  of  instruc- 
tion is  about  $225  per  year  for  each  pupil,  exclusive  o>f  interest 
on  investment  and  depreciation  of  equipment,  etc. 

The  Marathon  County  School  of  Agriculture  and  Domestic 
Economy., — It  was  the  first  school  of  the  kind  to  be  established. 
The  conditions  under  which  this  institution  was  established  have 
been  given  already.  It  receives  $4,000  annually  from  the  State, 
and  $2,000  from  the  county,  for  maintenance.  The  following  is 
the  course  of  study,  extending  over  a  period  of  two  years : 
Agronomy — (a)  Soils — The  origin,  formation,  and  types  of 
soils.  The  temperature  and  moisture  conditions  of  various  soils 
and  what  may  be  done  to  control  them.  Reasons  for  the  various 
tillage  operations,  and  when  and  how  to  perform  them.  The 
fertility  of  the  soil,  its  source  its  use,  its  loss,  it,  conservation, 
and  its  restoration.  Manures  and  fertilizers — their  composition 
and  use.  (b)  Crops — The  various  farm  crops  with  their  uses, 
culture,  and  adaptation  to  conditions  of  soil  and  climate.  The 
production,  selection,  preservation,  and  testing  of  seeds.  Crop 
rotations — why  necessary,  study  of  model  rotations  and  practice 
in  making  rotations  to  suit  given  conditions.  The  harvesting, 
preservation,  and  disposition  of  crops.  (Many  varieties  of  farm 


167 

crops  are  grown  at  the  school  that  students  may  become  familiar 
with  them.)  Horticulture — (a)  General — Methods  of  plant 
propagation  from  seeds,  bulbs,  tubers,  roots,  runners,  layers, 
cutting's  and  grafting.  Methods  of  pruning  trees  and  shrubs. 
Plant  enemies  and  their  control,  with  special  attention  given  to 
methods  of  spraying  insects  and  fungi.  General  principles  of 
plant  breeding.  ( b)  Orcharding — Selection  of  orchard  sites  and 
laying  out  of  orchards.  Choice  of  varieties.  Transplanting  and 
setting  trees.  Management  of  orchards.  Picking,  storing,  and 
marketing  fruits,  (c)  Gardening — Where,  when,  and  how  to 
make  a  small  fruit  or  vegetable  garden.  Choice  of  varieties  and 
methods  of  cuclture.  (A  students'  school  garden  has  been  laid  out 
this  year  for  demonstration  purposes,)  Students  draw  up  plant- 
ing plans  and  assisting  in  planting  the  early  garden,  (d) Land- 
scape Gardening — The  fundamental  principles  of  landscape  gar- 
dening and  their  application  in  planning  the  planting  of  home 
and  school  grounds.  The  drawing  of  several  plans.  The  flower 
garden,  (c)  Forestry — The  general  principles  of  good  forestry 
management.  Relation  of  forests  to  climate  and  rivers.  Animal 
Husbandry — (a)  Stock  raising — The  origin,  characteristics  and 
uses  of  the  more  common  breeds  of  neat  cattle,  swine,  sheep  and 
horses.  Practice  in  scoring  and  judging  representative  animals 
of  different  breeds.  The  principles  of  feeding,  with  practice  in 
the  calculation  of  economical  rations  for  different  classes  of 
animals.  The  general  principles  of  stock  breeding.  The  general 
care  of  animals  and  treatment  of  the  more  common  diseases. 
(b)  Dairying — The  general  management  of  the  modern  sanitary 
farm  diary.  The  Babcock  test  and  the  cream  separator.  Cream- 
ery butter  and  cheddar  cheese,  (c)  Poultry  raising — Breeds  of 
poultry,  their  characteristics  and  uses.  Housing  and  manage- 
ment. Natural  and  artificial  incubation  and  brooding.  Methods 
of  feeding.  Preservation  of  eggs.  Bench  and  forge  work — (a) 
Bench  work — The  use  and  care  of  wood-working  tools.  Sawing, 
planing,  squaring,  chiseling,  etc.  Various  joints  and  their  appli- 
cation, mortise  and  tenon  and  dove-tail  joints,  etc.  Making  of 
\\liiffletree,  evener,  neckyoke,  tool  handles,  wagon  box  and  seat, 
1)ee  hive,  incubator,  brooder,  door  and  window  frames,  screens, 
pieces  of  furniture,  etc.  Construction  of  models  of  house,  barn. 


1 68 

and  other  farm  buildings,  (b)  Forge  work — The  use  and  care 
of  iron  working  tools.  Repair  work  on  the  farm.  Making  of 
bridle  iron,  gate  hooks,  clevis,  bolts,  tongs,  links,  chisels,  ham- 
mers, punches,  wrenches,  butcher  knife,  etc.  Riveting,  filing,  and 
soldering.  Mechanical  drawing — The  elements  of  mechanical 
drawing  to  give  skill  in  making  pattern  for  work  in  wood  and 
iron,  and  to  facilitate  the  drawing  of  plans  of  houses,  barns,  and 
other  buildings.  Tracings  and  blue  prints  of  plans.  Rural  engin- 
eering— Plans,  specifications,  and  estimates  of  materials,  and 
cost  of  farm  buildings  of  all  kinds.  Water  supply  and  sanitation. 
Heating  and  ventilation.  Silos  and  root  cellars.  Fences,  gates, 
and  bridges.  Road  building.  Concrete  work.  Care  and  man- 
agement of  farm  machinery.  Leveling  and  drainage.  Domestic 
economy — (a)  Cookery — The  theory  and  practice  of  the  perpara- 
tion  of  food.  Composition,  use,  and  nutritive  value  of  foods. 
Kitchen  management,  dis  washing,  care  of  utensils,  control  of 
range.  Making  of  bread,  cake,  pastry,  soups,  salads,  desserts, 
puddings,  ices,  etc.  Pickling,  canning,  preserving,  jelly  making. 
Planning,  cooking  and  serving  meals.  Foods  and  dietaries. 
Cooking  for  invalids  and  children.  Selection  of  foods.  Market- 
ing. Care  of  dining  room.  Carving  and  serving.  Use  of 
chafing  dish,  (b) Chemistry  of  foods — Classification  and  com- 
position of  foods,  (c)  Domestic  hygiene — Need  of  pure  air,  and 
how  to  obtain  the  same.  Function  of  clothing  and  its  relation  to 
health.  Drainage,  plumbing,  heating,  lighting,  and  ventilation 
of  dwellings.  Cause  of  disease.  Infectious  diseases.  General 
laws  of  health.  Digestion  and  assimilation  of  food.  (d) 
Laundering — General  principles  of  laundering.  Comjiosition, 
action,  and  use  of  water,  soap,  soda,  bluing,  borax,  and  washing 
powders.  Removing  stains  and  disinfecting.  Washing  flannels 
and  woolens,  white  goods  and  prints.  Starching  and  ironing. 
(<?)  Sewing — Elements  of  sewing,  including  different  stitches, 
seams,  hems,  darning,  etc.  Use  of  care  of  the  sewing  machine. 
Cutting,  fitting  and  making  plain  garments  and  dresses.  Pattern 
making  with  tape  and  square.  (f)  Millinery — Discussion  of 
taste  in  selection  of  bonnets,  hats,  frames,  plumes,  flowers,  and 
trimmings.  Trimming  hats  and  bonnets.  Harmonizing  of 
colors,  (g)  Home  economy — Relation  of  income  to  expendi- 


169 

tures.  Proportion  of  expenditure  for  existence,  comfort,  culture, 
and  charity.  A  study  of  the  farjn  income.  Purchase  of  clothing, 
household  stores  and  furnishings.  Keeping  of  accounts.  Home 
management  in  relation  to  care  of  house  and  its  equipment,  house 
cleaning  and  sanitation,  cleaning  and  pressing  of  clothing,  storing 
furs  for  the  summer,  care  of  carpets,  rugs,  foods,  and  provisions. 
Social  usages  in  relation  to  manners,  behavior,  voice,  conversa- 
tion, introductions,  invitations,  etc.  In  addition  to  the  foregoing, 
instruction  is  also  given  in  English,  history  and  civics,  arithmetic 
and  vocal  music.  Some  of  the  things  this  school  is  doing  for 
farmers,  free  of  charge,  are  announced,  in  a  bulletin,  to  be  as 
follows :  testing  milk,  cream  and  skim  milk ;  selecting  cattte  for 
purchase;  giving  consultation  upon  plans  and  specifications  for 
all  farm  buildings;  supplying  information  regarding  special 
crops ;  testing  seeds  for  germination  and  purity ;  furnishing  seeds 
and  cuttings  of  flowers  and  plants;  giving  instruction  in  pruning 
fruit  orchards  and  trimming  shade  trees;  supplying  bulletins 
from  State  and  United  State  departments  to  those  applying; 
furnishing  information  regarding  harmful  insects  and  methods 
of  destroying  them;  laying  out  of  orchards;  planning  drainage 
systems;  treating  cows  for  milk  fever.  L.  +  B.,  $25,000.  E., 
$6,000.  Annual  cost  of  instruction  per  pupil  is  something  over 
$100.  S.  in  agriculture,  29;  in  domestic  science,  34.  (For  a 
list  of  similar  schools  see  introduction.) 

ganized  to  carry  on  the  work  of  the  Stout  Training  Schools. 
Stout  Institute. — Stout  Institute,  at  Menomonie,  has  been  or- 
ganized to  carry  on  the  work  of  the  Stout  Training  Schools. 
These  schools  are  four  in  number,  and  are  known  as :  ( I )  The 
School  for  Manual  Training  Teachers  (S.,  41)  ;  the  School  for 
Domestic  Art  and  Science  Teachers  (S.,  121)  ;  and  the  School 
for  Homemakers  (established  last  year — S.,  14)  ;  and  the  School 
for  Kindergarten  Teachers  (S.  37).  For  admission  to  any  of 
the  training  courses,  graduation  from  a  high  school  or  equivalent 
preparation  is  necessary.  The  courses  require  two  years'  work 
for  their  completion.  Three  years  of  advanced  work  is  also 
offered.  Summer  sessions  are  held  for  the  instruction  o^  teachers 
of  manual  training  and  domestic  science  and  art.  The  third 
summer  session  in  1908  enrolled  93  students,  representing  20 


170 

States  and  Canada.  In  connection  with  the  schools,  a  trade  school 
for  instruction  in  plumbing  and  bricklaying  was  organized  in 
September,  1908.  The  schools  are  housed  in  magnificent  build- 
ings, the  gift  of  Hon.  J.  H.  Stout. 

Indian  Schools. — Indian  schools  in  which  industrial  training  is 
given  are  found  at  Haywarcl,  Lac  du  Flambeau,  Oneida,  Tomah. 
and  Wittenberg. 

WYOMING. 

Manual  Training,  arid  Industrial  Education. — Laws  merely 
permissive.  There  are  no  industrial  schools  in  the  State. 

State  Schools. — The  University  of  Wyoming,  at  Laramie, 
comprises  among  its  departments  the  College  of  Agriculture  and 
Mechanic  Arts  and  the  Normal  School  and  Teachers'  College. 
The  Federal  aid  received  by  the  agricultural  department 
($78,000.63  in  1907-1908)  is  much  greater  than  the  State  appro- 
priations ($45,460.02  in  1907-1908)  for  the  entire  University— 
at  times  the  ratio  is  4  to  i.  L,  +  B.,  $300,000;  E.,  $185,000;  M., 
about  $100,000;  S.,  223.  Admission  requirements:  i4J/2  Car- 
negie units. 


Appendix   E. 


Same  Observations  on  the  Individual  Training  of  Europe. 


There  is  space  here  for  only  a  few  notes  concerning  the  in- 
dustrial schools  of  Europe,  derived  chiefly  from  the  personal 
investigations  conducted  by  the  Secretary.  For  more  detailed 
description  of  what  is  being  done  on  the  Continent  and  in  Great 
Britain  for  the  advancement  of  industrial  instruction,  the 
abundant  literature  now  available  on  this  topic  may  be  con- 
sulted— c.  g.,  the  excellent  reports  issued  by  the  U.  S.  Department 
of  Commerce  and  Labor  (esp.  "Trade  and  Technical  Education," 
1902;  and  "Industrial  Education  and  Industrial  Conditions  in 
Germany,"  1905)  ;  "The  Industrial  Improvement  Schools  of 
Wuerttemberg"  (also  contains  a  summary  of  conditions  in  other 
European  States),  MacMillan  and  Company,  New  York,  1907; 
the  U.  S.  Consular  Reports ;  the  standard  works  of  von  Klimburg, 
Ware,  Sadler,  Kerschensteiner,  and  others;  and  the  individual 
reports  issued  by  State  departments  (esp.  Commerce  and  In- 
dustry, or  Agriculture)  abroad. 

Germany  has  done  more  than  any  other  country  to  meet  the 
modern  demand  for  industrial  training — not  the  education  of 
the  technical  engineer  alone,  but  the  vocational  betterment  of  all 
classes  of  workers,  including  those  who  have  to  do  with  the  im- 
portant cares  of  the  household.  Naturally  enough,  Germany  has 
a  number  of  most  excellent  higher  engineering  colleges — called 
"technical  high  schools/'  These  institutions  are  on  a  par  with 
the  better  class  of  engineering  college,  college  of  agriculture,  or 
institute  of  technology  found  in  America.  The  "technical  high 
school"  at  Charlottenburg  is  perhaps  the  best  equipped  institution 
of  its  kind  in  existence.  However,  it  has  not  been  by  means  of 
such  institutions  alone  that  Germany  has  secured  supremacy  in 
the  industrial  field.  The  graduates  of  engineering  colleges  in 

(171) 


172 

America,  for  instance,  are  more  numerous,  and  so  far  as  can  be 
judged  they  are  equally  well  trained.  The  work  of  American 
engineers — from  the  plains  of  Siberia  to  the  Cape  of  Good  Hope 
—has  won  the  everlasting  respect  of  the  experts  of  all  nations. 
It  was  admiration  o>f  these  achievements  that  lead  an  English 
philanthropist  to  send  large  numbers  of  teachers  to  America,  to 
study  the  educational  system  which  could  produce  efficiency  of 
such  high  type.  But  the  English  commissions  found  us  lacking 
in  facilities  for  the  training  of  the  average  workman — even  more 
lacking  than  England.  This  hiatus  in  the  educational  provision 
is  by  no  means  duplicated  in  Germany.  The  Germans  furnish  not 
only  manual  training — in  grades  equivalent  to  those  of  our  ele- 
mentary schools  (and  they  provide  it  more  universally,  and  with 
better  organization  and  sequence  of  subject  matter  than  is  found 
in  many  American  schools),  but  also  they  furnish,  in  separate 
schools,  industrial  education,  intended  for  the  great  majority  of 
individuals  who  leave  school  early  in  life  (in  Germany,  usually 
at  the  age  of  fourteen)  to  go  to  work.  The  Germans  are  per- 
fectly clear,  on  the  whole,  as  to  the  meaning  of  "industrial  edu- 
cation." The  Government  does  not  attempt  to  give  vocational 
training  to  boys  and  girls  under  the  age  of  fourteen.  Neverthe- 
less, the  value  of  sub-vocational  exercises  in  paper-folding,  bask- 
etry, work  in  wood  and  iron  (for  boys),  and  in  sewing  and 
cooking  (for  girls),  in  the  elementary  school,  is  fully  recognized. 

The  masses  of  individuals  in  Germany  who  leave  school  at 
about  the  age  of  fourteen  to  go  to  work  are  required  by  law 
to  attend  industrial  improvement  schools,  or  commercial  im- 
provement schools — according  as  they  are  engaged  in  mdustry 
or  commerce — for  two  or  three  years  longer  (evenings,  or  a 
few  hours  in  the  daytime  on  selected  days),  while  they  are  be- 
tween the  ages  of  fourteen  and  eighteen.  This  pro-vision  is 
the  State  law  of  several  of  the  German  States,  and  through- 
out the  Empire  a  similar  requirement  has  been  made  effective 
by  vote  of  the  majority  of  the  municipalities.  The  present 
tendency  is  toward  a  compulsory  imperial  law  for  attendance 
upon  industrial  improvement  schools. 

The  industrial  improvement  schools  provide  vocational  tram- 
ing  to  students  grouped  by  trades.  Although  they  are  designed 


chiefly  for  apprentices,  they  are  also  much  frequented  by  older 
workers,  who  realize  the  advantage  of  keeping-  in  touch  with 
the  best  that  there  is  in  vocational  instruction.  In  the  majority 
of  the  industries  the  training  is  centered  arund  instruction  in 
drawing.  The  drawing  that  is  taught  is  organized,  as  a  subject, 
to  suit  the  particular  trade  for  which  preparation  is  desired. 
There  is  drawing  for  cabinetmakers,  for  locksmiths,  for  car- 
penters, masons,  machinists,  jewellers,  potters  and  for  every 
other  trade  in  which  the  knowledge  would  be  of  any  advan- 
tage. Workers  in  such  trades  as  baking  and  barbering  are  gen- 
erally excused  from  some  of  the  drawing  classes,  although  it 
may  be  said  that  many  such  individuals  elect  to  continue  in  some 
technical  drawing  class  in  order  to  be  fortified  for  the  struggle 
of  life  in  the  event  of  a  change  in  occupation.  The  opportunity 
is  afforded  to  all  to  continue  in  advanced  courses  after  the  re- 
quired subjects  of  the  apprenticeship  years  have  been  completed. 
Many  a  German  workman  has  been  known  to  attend  the  indus- 
trial improvement  schools  for  a  period  of  twelve  to  twenty 
years,  and  even  longer. 

Other  subjects  of  vital  importance  in  any  industrial  improve- 
ment school  are  industrial  mathematics  and  industrial  German. 
The  industrial  mathematics  include  whatever  arithmetic,  alge- 
bra, or  practical  geometry  or  trigonometry  are  required  for  the 
particular  occupation.  Vocational  text-books  are  issued  for  each 
trade,  giving  the  special  problems  and  exercises  needed.  The 
same  is  done  for  the  teaching  of  what  is  known  as  "industrial 
German."  The  latter  is  simply  a  reading  book  which  gives  pop- 
ular information  concerning  a  trade,  and  some  of  the  best  ex- 
cerpts from  literature,  in  regard  to  the  workshop,  factory,  farm 
or  household,  the  dignity  of  labor,  the  relation  of  the  working 
individual  to  his  employer,  servant,  the  union,  the  community 
and  to  the  State. 

In  addition  to  the  subjects  mentioned  above,  courses  are  added 
as  demanded  for  particular  vocations — industrial  chemistry  and 
other  special  topics.  On  account  of  the  universality  of  the  build- 
ing and  machine  trades,  these  are  generally  the  occupations  for 
which  classes  are  first  organized.  The  industrial  improvement 
schools  sometimes  have  a  commercial  improvement  division 


where  the  various  commercial  branches  are  taught,  for  in  Ger- 
many the  private  business  college  is  not  so  developed  as  with 
us.  Quite  often  the  commercial  improvement  schools  are  orga- 
nized as  entirely  separate  institutions.  There  are  also  agricul- 
tural improvement  schools,  distinct  in  organization  from  other 
types. 

The  "general  improvement  school"  ("continuation"),  which 
affords  instruction  in  the  "four  R's" — reading,  writing,  arith- 
metic and  religion — is  commonly  confused  with  the  industrial 
improvement  school  in  current  discussions.  Although  up  to  the 
present  time  the  former  type  of  institution  has  been  more  often 
under  the  compulsory  State  law  than  the  latter,  the  general  im- 
provement school  has  no  special  bearing  upon  the  industries  or 
vocational  training  o*f  any  kind.  Its  mission  is  to  bring  the  young 
people  back  under  the  influence  of  the  church  for  a  short  period 
each  week  and  to  catch  the  few  illiterates  who  have  altogether 
escaped  the  elementary  schools — perhaps  through  living  in  one  of 
the  distant  colonies  in  early  life — and  to  give  them  enough 
instruction  to  enable  them  to  count  as  literate.  The  "Sunday- 
school"  of  Germany  is  usually  a  "Sunday  improvement  school," 
with  instruction  in  academic  branches  as  well  as  in  religion.  Vo- 
cational Sunday-schools  also  exist,  especially  for  instruction  in 
industrial  drawing  and  industrial  mathematics,  but  the  Sunday- 
school  of  this*  character  has  generally  been  replaced  by  evening 
industrial  improvement  schools,  which  afford  more  time  for  the 
instruction,  and  the  evening  industrial  improvement  schools  are 
now  giving  way  to  partial  time  day  industrial  improvement 
schools — compulsory  by  State  law.  t 

From  the  industrial  improvement  schools  up  to  the  engineering 
colleges — the  "technical  high  schools,"  sometimes  called  "tech- 
nical universities" — there  are  vocational  schools  of  every  degree 
—industrial  "short  courses,"  which  are  principally  in  the  nature 
of  reviews  or  special  lectures  for  foremen  or  master  workmen  ;  low 
grade  trade  schools,  for  everything  from  straw-plaiting  up  (these 
schools  thrive  in  Saxony  where  they  are  numerous,  although  the 
classes  are  small)  ;  trade  schools  for  the  mechanical,  building  and 
other  trades ;  horological  schools,  navigation  schools,  intermedi- 
ate and  higher  technica  for  the  textile  industries.  Some  of  the 


175 

institutions  of  the  grade  just  below  the  engineering  colleges 
proper  also  turn  out  engineers.  Indeed,  the  majority  of  the  Ger- 
man engineers  are  not  graduates  of  the  higher  schools  at  all. 
No  German  state  makes  attendance  at  trade  schools  compulsory, 
neither  is  a  large  percentage  of  the  industrial  population  expected 
to  pass  through  them,  or  attend  them  at  all.  The  trade  schools 
receive  State  support,  however,  and  are  sometimes  maintained 
altogether  by  the  State. 

All  classs  of  industrial  schools  receive  State  support  in  Ger- 
many, and  with  State  support  comes  State  supervision.  In  gen- 
eral the  vocational  schools  are  conducted  in  buildings  entirely 
separate  from  those  devoted  to  either  the  elementary  or  the  sec- 
ondary academic  schools.  The  management  and  supervision  of 
the  industrial  schools  is  commonly  under  the  control  of  a  body 
entirely  separate  from  that  which  administers  the  academic  in- 
struction and  supervises  the  acedemic  schools.  The  tendency  of 
European  educational  systems  for  the  past  fifty  years  has  been  in- 
creasingly in  favor  of  separate  management  and  suprvision  of  in- 
dustrial schools.  Ireland,  and  more  particularly,  France,  are 
countries  where  the  necessity  of  the  separation  from  the  academic 
organization  has  lately  been  realized.  Gradually,  in  France,  the 
industrial  schools  are  being  put  under  the  supervision  of  the  min- 
istry for  commerce  and  industry  or  that  for  agriculture.  In  Ger- 
many the  principle  of  separation  has  long  been  established  as  the 
result  of  experience.  In  Wuerttemberg  the  apparent  exception  is 
not  a  real  one.  In  that  State  the  trade  schools — including  the 
"women's  work  schools,"  or  institutions  for  the  teaching  of  dress- 
making, millinery  and  other  trades  for  women — and  the  higher 
technicum  for  the  textile  industry,  as  well  as  the  industrial  mu- 
seums and  libraries,  are  entirely  under  the  control  of  the  Central 
Office  for  Commerce  and  Industry,  a  department  of  the  Interior 
Ministry,  and  the  industrial  improvement  schools,  nominally  un- 
der the  public  instruction  ministry,  are  in  reality  under  the  Cen- 
tral Office  for  Commerce  and  Industry.  The  same  fact  is  true 
of  Austria,  where  the  indsutrial  schools  are  nominally  under  the 
ministry  of  public  instruction,  but  in  reality  are  controlled  by  the 
industrial  ministry.  Of  course,  there  is  hearty  co-operation  in 
both  cases. 


176 

Germany  has  set  the  highest  standards  for  the  teachers  to  be 
employed  in  industrial  schools.  Practical  workers  with  teaching 
ability  are  preferred.  Wherever  possible,  the  combination  of 
pedagogical  and  technical  training  is  effected.  The  States  set 
aside  scholarships  for  the  training  of  instructors  for  the  indus- 
trial schools,  and  in  general  supervise  their  preparation  for  the 
work.  The  leading  departments  of  other  countries  do  likewise. 

It  is  common  for  industrial  schools  throughout  Europe  to 
charge  tuition  fees,  although  they  are  generally  small.  Usually 
the  municipality  has  the  right  to  do  away  with  the  tuition  fee  if 
desired.  France  has  a  large  number  of  free  tuition  schools,  or 
scholarships.  France  is  remarkable,  likewise,  for  the  great  num- 
ber of  trade  and  industrial  improvement  schools  conducted  by 
trade  unions.  These  institutions  are  wont  to  receive  subsidies 
from  the  State,  the  department  (county)  or  the  municipality. 
Throughout  Europe  the  industrial  schools  have  the  support  of 
the  trade  unions  morally  when  not  financially.  In  countries 
where  the  State  provides  the  institution  the  trade  union  usually 
aids  in  securing  prompt  attendance  in  maintaining  scholarships 
and  prizes  and  in  other  possible  ways. 

Denmark  has  accomplished  more  than  any  other  European 
country  for  agricultural  instruction.  The  schools  have  been  of 
the  type  which  would  admit  candidates  of  very  modest  academic 
achievements  and  give  them  vocational  instruction  in  short 
courses. 

The  principal  tendency  to  be  observed  in  Switzerland  is  the 
movement  toward  compulsory  industrial  improvement  schools  for 
apprentices. 

In  England  the  industrial  schools  have  been  of  very  mixed 
character,  largely  due  to  the  absence  in  former  days,  of  technical 
instruction  of  engineering  grade  from  the  universities.  The  gov- 
ernment aids  technical  instruction  through  money  grants  and  in- 
spection. England  has  lately  begun  to  org-anize  instruction  of  in- 
dustrial improvement  type  to  suit  the  needs  of  workingmen.  Not 
that  instruction  for  workers  has  not  been  offered  in  England  for 
over  half  a  century,  at  least  in  some  localities,  but  it  is  to  be 
organized  to  suit  the  needs  of  particular  trades,  as  in  Germany, 
and  is  to  reach  the  masses  as  well  as  the  few. 


The  success  of  the  housekeeping  schools  of  Belgium,  especially 
in  the  training  of  servants,  is  to  be  remarked.  Switzerland, 
Sweden,  Holland  and  Hungary  have  also  achieved  good  results 
in  this  direction  of  training  for  the  home  duties. 

The  industrial  awakening  of  Northern  Italy,  largely  due  to  the 
development  of  the  inexhaustible  water-power  of  the  Alps,  has 
been  accompanied  by  the  extension  of  facilities  for  industrial 
training,  in  which  the  Government  is  taking  a  large  part. 

The  establishment  of  industrial  schools  for  the  male  popula- 
tion was  the  first  important  step  in  Germany.  At  present  the 
great  movement  is  in  favor  of  industrial  schools,  and  especially 
commercial  schools,  for  girls  and  women. 


YC  66198 


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